This is a volume in ""Perspectives in Instructional Technology and Distance Education Series"". Editors: Charles Schlosser and Michael Simonson of Nova Southeastern University. ""The Perfect Online Course: Best Practices for Designing and Teaching"" was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course's learning goals. The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals ""Quarterly Review of Distance Education"" and ""Distance Learning"". The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part II: Best Guidelines and Standards; Part III: Best Instructional Methods and Models; Part IV: Best Engagement Strategies; and the concluding section, And Finally..., with words from Simonson who delineates the structure of a perfect online course.

A volume in Perspectives in Instructional Technology and Distance EducationSeries Editors: Charles Schlosser and Michael SimonsonNova Southeastern UniversityAs the title indicates, this book highlights the shifting and emergent features that represent life online, specificallyin and around the territory of e-learning. Cybercultures in themselves are complex conglomerationsof ideas, philosophies, concepts, and theories, some of which are fiercely contradictory. As aconstruct, "cyberculture" is a result of sustained attempts by diverse groups of people to make sense ofmultifarious activities, linguistic codes, and practices in complicated and ever-changing settings. It is animpossibly convoluted field. Any valid understanding of cyberculture can only be gained from livingwithin it, and as Bell suggests, it is "made up of people, machines and stories in everyday life." Althoughthis book contains a mix of perspectives, as the chapters progress, readers should detect some commonthreads. Technology-mediated activities are featured throughout, each evoking its particular culturalnuances and, as Derrick de Kerckhove (1997) has eloquently argued, technology acts as the skin of culture.All the authors are passionate about their subjects, every one engages critically with his or her topics, andeach is fully committed to the belief that e-learning is a vitally important component in the future of education.All of the authors believe that digital learning environments will contribute massively to the success of the information society we now inhabit.Each is intent on exploration of the touchstone of "any time, any place" learning where temporal and spatial contexts cease to become barriers to learning, and where the boundaries are blurring between the formal and informal.This book is divided into four sections. In Part I, which has been titled "Digital Subcultures," we begin an exploration of "culture" and attempt tolocate the learner within a number of digital subcultures that have arisen around new and emerging technologies such as mobile and handheld devices, collaborative online spaces, and podcasting. The chapters in this section represent attempts by the authors to demonstrate that there are many subdivisionspresent on the Web, and that online learners cannot and should not be represented as one vast amorphous mass of "Internet" users.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full?length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally?based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded ""And Finally..."" column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e'learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors??new and experienced??with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded ""And Finally..."" column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

Volume 13 Issue 1 2016 Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e'learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors new and experienced with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded ""And Finally..."" column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally. Distance Learning is an official publication of the United States Distance Learning Association, and is co sponsored by the Fischler School of Education at Nova Southeastern University and Information Age Publishing.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full?length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally?based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded ""And Finally..."" column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

STATEMENT OF PURPOSE The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e'learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally. Distance Learning is an official publication of the United States Distance Learning Association, and is co-sponsored by the Fischler School of Education at Nova Southeastern University and Information Age Publishing.