We divide the needs of virtual university courses into four main components: presentation, activities, communication, and administration. For the builder of on-line courses and virtual universities we hope to help shape thinking and provide a good bibliography.
The goal of this chapter is to provide the reader with a sense of the landscape of systems and features plus some idea of who the players have been up to this time. Systems and teams that produce systems are changing rapidly, but the underlying educational needs are not. This chapter analyzes course delivery systems in the context of distance learning using the World Wide Web (These needs are addressed in traditional, face to face residential, education (we will call this human based education or HBE) by a variety of methods: lectures, textbook, tests and exercises, labs and seminars, office hour contacts with the teachers and teaching assistants (TA), the registrar's office etc. Course Delivery Systems for the Virtual University PETER BRUSILOVSKY AND PHILIP MILLERĤ615 Forbes Avenue, Pittsburgh, PA 15213, USA Amsterdam: Elsevier Science and International Association of Universities, 2001, 167-206. Della Senta (eds.): Access to Knowledge: New Information Technologies and the Emergence of the Virtual University. 2.1.1 LIFE CYCLE AND ANATOMY OF QUIZZES AND QUESTIONS.2.1 Assessment: Quizzes and Objective Activities.Actively Engaging Students: Assessment and Learning-by-doing 1 Presentation: Learning by Reading and Watching.Course Delivery Systems for the Virtual University.Course Delivery Systems for the Virtual University