Welch, R. W., & Farnsworth, C. B. (2011, June), Using the ExCEEd Model for Distance Education  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18396

\bibitem{asee_peer_18396}
  Welch, R. W., \& Farnsworth, C. B. (2011, June), \emph{Using the ExCEEd Model for Distance Education}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18396

Ronald W. Welch and Clifton B. Farnsworth.  "Using the ExCEEd Model for Distance Education".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18396 Internet.  23 Apr, 2024

\bibitem{asee_peer_18396}
  Ronald W. Welch and Clifton B. Farnsworth.
  "Using the ExCEEd Model for Distance Education".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18396 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_18396
author = "Ronald W. Welch and Clifton B. Farnsworth"
title = "Using the ExCEEd Model for Distance Education"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18396}
number = {10.18260/1-2--18396}
}

TY  - CPAPER
AB  -               Using the ExCEEd Model for Distance EducationThe purpose of this paper will be to present the investigation by one program to teachdistance education while staying as true as possible to the ExCEEd Model. The programis being required to offer distance education in the very near future and they desire tomaintain the same quality of teaching that has marked their program so far – teachingwith one eye on the ExCEEd Model. Many universities across the nation are resorting todistance education to not only meet the needs of students from a distance, but also todecrease the demands on the current facilities while providing the courses needed by thestudents.The faculty decided to conduct a test by video taping lessons, both lecture and lab, andevaluating the quality of these sessions against the ExCEEd model based on the use oflearning objectives, board notes, color, questioning techniques, consideration of learningstyles, writing material on the white board versus PowerPoint to build board contentwhile using questioning techniques, etc. Then the faculty completed the same lessonusing Tegrity (uses PP and a video of the professor singly or together or in tandem) orCamtasia (voice over PP). The faculty team assessed the quality of these techniques anddetermined what was missing from the ExCEEd model within the distance educationproducts. Based on the assessment by the faculty, the team determined what adjustmentsin teaching style were needed to increase the quality of instruction using the availabledistance education platforms. The ultimate goal was to provide the best qualityinstruction no matter the medium. The real challenge was laboratory lessons where thestudents usually need to see the experiment as well as collect data for the lab report.This paper will provide lessons learned from this process and how well the distanceeducation using the two available platforms compares to face-to-face teaching. Theprocess presented will be useful to other programs that may already be providing distanceeducation, but have no idea about the quality of their product or no methodology tocompare the product to the ultimate teaching platform – face-to-face. This paper will alsopresent recommendations on improvement of the process and student assessment of thequality of the classes as compared to traditional lessons.
AU  - Ronald W. Welch
AU  - Clifton B. Farnsworth
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Using the ExCEEd Model for Distance Education
UR  - https://peer.asee.org/18396
DO  - 10.18260/1-2--18396
ER  -