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Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. In this paper, we quantify copy-and-paste plagiarism among adult learners in an online geography course offered through Penn State's World Campus Geographic Information Systems (GIS) certificate program. We also evaluate the effectiveness of an "expectation management" strategy intended to discourage adult learners from unintentional violations. We found that while manual methods detected plagiarism in only about 3 percent of assignments, Turnitin.com revealed a 13 percent plagiarism rate among the same assignments. Our attempts to increase awareness and manage expectations decreased infractions measurably, but not significantly. In contrast, Turnitin.com substantially improved our ability to detect infractions. We conclude that raising awareness and managing expectations about plagiarism may be worthwhile, but is no substitute for systematic detection and vigilant enforcement, even among adult learners.

EN :

Instructional immediacy is an established communication strategy that teachers can implement to create engaging learning environments. And yet, little is known about experiences distance education learners in graduate study programs have had with immediacy. This article presents findings from a qualitative research project designed to explore health care students' ideas about and activities related to instructional immediacy behaviors within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included two focus groups and ten individual audio-tape recorded transcribed interviews. Content was analyzed by both the primary researcher and an assistant for themes and confirmed through ongoing member checking with participants. The following three overarching themes were identified and are used to explain and describe significant features of instructional immediacy behaviors that health care learners who graduated from either a Master of Nursing or Master of Health Studies distance education program found valuable. 1) Model engaging and personal ways of connecting; 2) Maintain collegial relationships; and 3) Honor individual learning accomplishments.

EN :

In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This 'single mode' of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers' Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students' Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education.

EN :

Learning from a distance continues to gain popularity. An influx of traditional, and even on-campus students attest to its flexibility, but are they equipped to succeed in a low-contact distance environment versus a face-to-face, on-campus environment? This research explored whether several variables including background, preparedness and self-perceptions assessed within the first week of class contributed differently to the success of students completing one-way distance teleclasses (n = 35) versus students completing the same classes in face-to-face, on-campus environments (n = 64). The distance students were less successful than face-to-face students when exam grades were examined (A, B, C versus D, F, drop). For distance learners, higher reading comprehension and scholastic competence were indicative of exam grade success. Student-initiated contact with the instructor was marginally related to distance student success. For face-to-face learners, reading comprehension, reading rate and lower athletic competence was indicative of exam grade success. Suggestions to help students decide whether distance learning is right for them and ways to support distance learners in low-contact environments are discussed.

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This integrative review of literature on online educational best practices is intended to provide a quick reference for those interested in designing online business courses and programs. Primarily American in its perspective, this review may be helpful for business schools seeking optimal online course designs that foster quality learning experiences comparable in outcomes to traditional methods. Paramount in this review are the emphases on consistency, cohesiveness, and assessment.

EN :

Practical guidelines are offered for the use of online synchronous conferencing software by session administrators and moderators. The configuration of the software prior to conferencing sessions is discussed, and the planning and implementation of useful collaborative activities such as "synchronised browsing". The combination of these practices into useful "patterns" for specific online conferencing purposes is discussed.

EN :

An online conference is illustrated using the format of a TV talk show. The conference combined live audio discussion with visual images spontaneously selected by the moderator in the manner of a TV control-room director. A combination of inexpensive online collaborative tools was used for the event, based on the browser-based audio-conferencing software, iVocalize. The exercise illustrates how an impression of a fully featured online video-conference can be created without the need for complex video-conferencing software and high bandwidth.