This article presents recommendations for identifying distance learning team members, establishing a team structure, and assessing the team needs.

Looks at the use of distance education as a means to deliver training. Discusses advantages, technologies involved, program development, and offers a glossary of distance learning terms, tips for developing effective programs, tips for teletraining instructors, and additional resources.

Part of the T3 (Tools, Templates, and Training) Modules developed at San Diego State University÷s Center for Learning, Instruction, and Performance Technologies. A collection of advice from the T3 development team. It is intended to be a starting point for discussions with your own mentors, coaches, and colleagues.

This paper reports on the initial stages of developing training modules for study by students on the Internet in a course on local government. Some the advantages of this type of training over traditional off-campus distance education are discussed along with its limitations. Preliminary issues in setting up training courses on the Internet are discussed, including costs and funding, teacher involvement in decision making, and designs that maximize ease of use and student interest. The elements of a successful approach to the delivery of online training are also summarized.

A questionnaire designed to assist students in evaluating their potential success in taking online courses.

A list of 10 qualities that the online student should possess: 1. Be open-minded about sharing life, work, and educational experiences as part of the learning process. 2. Be able to communicate through writing. 3. Be self-motivated and self-disciplined. 4. Be willing to "speak up" if problems arise. 5. Be willing and able to commit to 4 to 15 hours per week per course. 6. Be able to meet the minimum requirements for the program. 7. Accept critical thinking and decision making as part of the learning process. 8. Have access to a computer and a modem. 9. Be able to think ideas through before responding. 10. Feel that high quality learning can take place without going to a traditional classroom.

How to achieve face-to-face results in WBT (web-based training). One of the most important factors is planning.

In the hands of a good teacher the Internet offers many possibilities for active and meaningful learning. This article provides a theoretical lens to better see the opportunities for building strong new learning communities with the Internet. Like learning opportunities in the classroom, the Internet needs to be thoroughly integrated into the curriculum. Such integration requires careful planning and timely intervention by teachers who are knowledgeable about the learning process.

This article outlines course planning options, conversion and implementation techniques, and methods of evaluation that will allow almost any experienced college classroom teacher to do a responsible and rewarding job of teaching students in the online environment.

A questionnaire designed to assist students in evaluating their potential success in taking an online course. (This questionnaire is adapted from "Are Telecourses for Me?" from PBS-Adult Learning Service, The Agenda, Spring 1994.)

A number of post-secondary institutions are looking more seriously at offering online courses to meet the educational needs of a fast-paced, computer-literate society. For instructors who are interested in offering online classes, this article provides various steps and procedures for increasing their effectiveness.

Teacher training is a priority of the European Commission. One action has been to fund three Telematics projects that focus on telematics and teacher training within the Telematics Application Program. The T3 (Telematics for Teacher Training) project focuses on the establishment of communities of teachers in four discipline areas. T3 uses two complimentary channels of telecommunications: Internet applications including World Wide Web, email and computer conferencing, and ISDN applications, particularly point-to-point enhanced video conferencing. Successes, problems, and future developments of the T3 project are discussed.

Provides 12 steps for planning, implementing, and piloting Web-based training: 1. Clarify the purpose of the pilot. 2. Identify and enlist the support of a high-level champion. 3. Form a core team, and identify extended team members. 4. Create a set of evaluation criteria. 5. Develop a plan to gather data. 6. Match the technology and topic. 7. Implement an off-the-shelf program, or develop the pilot program. 8. Prepare for rollout. 9. Conduct a dry run. 10. Deliver the program. 11. Gather data. 12. Summarize the experience, and make recommendations. Shows how a formal pilot can provide insight into how well the proposed solution will work within the organization.

This article highlights the three most important qualities online students should possess: 1. Being an independent learner. 2. Being organized. 3. Being forthright.

Reflections from the perspective of a developer, facilitator, and participant.

This paper focuses on the process of preparing and delivering courses using compressed video by considering research related to how learners adapt in new environments, the approval process, the environment, and course delivery techniques. Over a two-semester period, a survey was administered to students in distance learning courses to address these issues. The survey produced results in three areas: feelings about the distance learning environment, factors which helped make sense of the distance learning environment, and technologies of the distance learning environment. Recommendations for online instruction are offered related to instructor training, adapting courses to the distance learning environment, assisting students in making sense of distance learning technology, teaching methods, learning and introducing new technologies and adjusting to meet student needs.

While the major part of any class is the classroom contact time, out-of-class support often makes the difference between success and failure of a student. With distance learning classes, teachers are faced with a unique set of problems in supplying this outside support. This paper covers hardware and software tools that can help to overcome these problems. Problems to consider include the availability of hardware/software, access control, Internet access, copyright issues, training, and costs.

The 22-campus California State University (CSU) system recently sponsored an online faculty development institute to help college instructors learn how to create pedagogically sound online instruction. The Tools, Templates, and Training (T3) workshop was designed to foster immediate success and encourage incremental development of online course materials. This paper describes the genesis of the online workshop, outlines the underlying design principles, presents an overview of the workshop modules (introduction, connect, apply, reflect, and extend), and reviews the lessons learned from the project.

This report identifies benchmarks considered critical to ensuring quality Internet-based distance learning. The report is supported by the NEA and Blackboard.

This report is a review of the contemporary research on the effectiveness of distance education in higher education and what the research really tells us. This report was commissioned by the NEA and the AFT.

Key lessons regarding online training are: 1. Bring technology savvy employees to the table during planning. 2. Do not dump data online and call it training. 3. The web can be used to teach soft skills. 4. Do not expect people to train on their own time. 5. Keep the lessons short. 6. Keep traffic moving. 7. Do not use plug-ins. 8. Make sure everyone knows the basics. 9. Do not forget the human touch. 10. The web will not put classroom trainers out of business.

Key lessons regarding distance learning courses are: 1. Students are individuals. 2. Technologies change and evolve. 3. Technology fails. 4. Planning shows. 5. Students procrastinate. 6. Track them or lose them. 7. Students appreciate feedback. 8. Technology takes time. 9. Active learning is critical. 10. Students have great ideas.

The lessons that three companies (Electronic Data Systems, The Tennessee Valley Authority, MCI) have learned from delivering training over the Internet or via live satellite broadcast.

Part of the T3 (Tools, Templates, and Training) Modules developed at San Diego State University÷s Center for Learning, Instruction, and Performance Technologies. The objectives of this module are: 1. Consider the role that online instruction might play in your own course. 2. Begin using tools and templates to develop an instructor page and a course marketing page for your own online course module.

A self-paced 12-week training program was developed by Nova Southeastern University (Fort Lauderdale, Florida). At the beginning of the 12-week training session, participants received an instructional videotape that identified online training activities and a script of the videotape. Based on self-reported data, engagement in this program resulted in a 31% increase in skill with online utilities and other tools associated with the Internet. A summary of week-by-week activities is given, and two tables show the instructional video evaluation instrument results and pretest/posttest results. Recommendations are provided for improving the instructional videotape and training components. The Instructional Video Evaluation Instrument is included at the end of the document.

Highlights various professional development offerings available through the Internet for teachers to utilize at a time and location of their own choosing. Sidebars include thoughts shared by online learners and what to look for as a potential user of online learning services.

Web-based training is an increasingly popular option for businesses. Depending on the solution, web-based courses, accessed over the Internet or intranets using browsers, can be taken anywhere, at any convenient time. Within technology-based training, web-based training is the fastest-growing segment. One reason companies implement web-based training is because they have the infrastructure to support it already in place.

The Faculty Development Committee of the Indiana Partnership for Statewide Education asked Indiana faculty teaching with technology to consider the question "Using technology to enhance learning: How does it change what faculty do?" Many faculty responded and 24 articles were published online and in print under the title Enhancements: How Using Technology Changes What Faculty Do? This article summarizes the information found in those articles.

The purpose of this study was to examine the experiences of two university graduate students while taking an online course over the World Wide Web, in order to identify issues of design, implementation, and motivation from a user's perspective. The online course was a graduate class on the methods and techniques of training and development. Data collection included descriptions of course content, page design and presentation, assignments and tests, communication techniques, schedule of events, and student/student and instructor/student interactions. Experiences were documented through questionnaires, interview data, and students' annotated experiences during the semester. Results indicate ways designers designing a web course, instructors teaching a web-based course, and students taking a course online can employ instructional strategies to ensure the greatest probability of success.

One of the keys to success in web-based instruction is creativity. This article includes several suggestions on how to achieve it.

A checklist for quality distance education developed by the NEA Professional Standards and Practices Committee and recommended by the NEA Representative Assembly.

A questionnaire designed to assist students in evaluating their potential success in taking online courses.

Part of the T3 (Tools, Templates, and Training) Modules developed at San Diego State University÷s Center for Learning, Instruction, and Performance Technologies. Topics covered in this module are: 1. The nature of learning. 2. Increasing interaction. 3. Online communities.

Part of the T3 (Tools, Templates, and Training) Modules developed at San Diego State University÷s Center for Learning, Instruction, and Performance Technologies. This module presents various ways to engage students in active learning in the eLearning environment.

Included in this article are recommendations for streamlining the graphics and html pages used in delivering online training.

An overview of the key aspects of Heritage OnLine, a program of university credit courses for K-12 teachers. The basic concept of Heritage OnLine, technical and course designs in the HOL model, major learnings from the first year of operation, and strengths and weaknesses of this kind of program are covered in this presentation.

This document is intended to assure states, school districts and schools that courses complying with the principles will be high-quality courses that effectively get students to meet academic goals. The principles are also intended to ensure that the characteristics of good teaching and learning are addressed during the development and use of electronically delivered courses.

This guide provides suggestions and tips covering subjects like study skills, course organization information, and scheduling suggestions for distance learners.

Part of the T3 (Tools, Templates, and Training) Modules developed at San Diego State University's Center for Learning, Instruction, and Performance Technologies. This module covers the principles of document preparation (readability, printability, smart structure, flat structure, rapid display, simplified revision), and the I CARE system (Introduction, Connect, Apply, Reflect, Extend).

This article lists 10 tips for success that should be shared with eLearning students: 1.Take full advantage of online conferencing. 2.Participate! 3. Take the program and yourself seriously. 4. Make sure you have a private space where you can study. 5. Become a true advocate of distance learning. 6. Log on to your course every single day. 7. Take advantage of your anonymity. 8. Be polite and respectful. 9. Speak up if you are having problems. 10. Apply what you learn.