Schullo Best Distance Teaching Practices Award
Established in 2010, this award is named in memory of our late colleague and distance educator, Shauna Schullo. It honors her commitment and contributions to the study and practice of distance education and her involvement with the annual Distance Teaching & Learning Conference.
Each year, this award is given to an information session presenter from the previous year’s conference.
- Learner-centered: The presenter’s practice focuses on relevancy to learners’ perspectives, outcomes, and positive impact to learners.
- Exportability: The practice can be implemented in a variety of learning environments.
- Potential impact: The practice would advance the field of distance education.
- Evidence-based: The practice is supported with evidence of effectiveness.
- Excellence and quality: The practice explains its relationship with quality elements or indicates quality outcomes; the presenter demonstrates effective presentation skills and strategies.
- Creativity: The practice is inventive, innovative, and offers a unique adaptation.
2018 Schullo award winner
Overcoming Barriers: How to increase faculty and staff buy-in for online programs
|2017||Sandra J. Huston||A five-step design and delivery approach for quality student discussions|
|2016||Ryan Anderson and Terry Tao||Success! A faculty-centric online teaching professional development model|
|2015||Patrick Lowenthal||If you record it, will they watch it? And will it matter? Exploring student perceptions of online video|
|2014||Sharon Guan and Daniel Stafford||A Dash of DOTS: Ingredients for award-winning faculty development|
|2013||Tina Stavredes and Tiffany Herder||Strategies and techniques to help online learners persist|
|2012||David Stein and Constance Wanstreet||E-coaching and feedback practices to promote higher-order thinking online|
|2011||Betsy Bannier||Understanding out adult undergraduate learners: Designing courses for success|
|2010||Katherine Hayden||Best of the best in online instruction: Effective strategies for designing online activities|
Mildred B. & Charles A. Wedemeyer Award
Since 1987, this award has honored distinguished contributions to the scholarship and practice of distance education.
Charles Wedemeyer championed diversity in the learning options and supported learner access and choice throughout his work as an author, researcher, instructor, and administrator. In the mid-20th century, he outlined a vision for the use of telecommunications and media as instructional tools that would free teaching and learning from the confinements of the classroom and clock. That vision had global influence and laid the foundation for much of today’s distance education theory and practice.
The Wedemeyer Award also bears the name Mildred Wedemeyer, Charles’ wife and partner in advocating for the needs of all learners.
- Contributions to the practice of distance education
- Pedagogical soundness of programs and practices
- Ties to extant knowledge and research
- Ongoing evaluation of programs and practice
- Efforts to enhance the practice of others
- Transfer of practice innovations to others
- Demonstrated benefits in terms of innovative approaches to teaching, learning, and communication in distance education
- Impact of excellence in practice with demonstrated regional, national, or international reach
- Vision of distance education practice in the future
2018 Wedemeyer winner for Outstanding Practitioner in Distance Education
Past Wedemeyer Award recipients
Recipients are honored for either: Outstanding Writer or Scholar in Distance Education or Outstanding Practitioner in Distance Education.
|2017||Jessica Nicklin, Lauren McNall, Christopher Cerasoli, Calire Varga, R.J. McGivney||Teaching Online: Applying Need Theory to the Work-Family Interface|
|2015||Jeff E. Hoyt and Darin Oviatt||Governance, Faculty Incentives, and Course Ownership in Online Education at Doctorate-Granting Universities|
|2013||Esther Prins, Brendaly Drayton, Ramazan Gungor, and Cathy Kassab||Distance Learning for GED Students in Rural Pennsylvania|
|2011||Aisha Al-Harthi||Learner Self-Regulation in Distance Education: A Cross-Cultural Study|
|2009||Christy G. Keeler and Mark Horney||Online Course Designs: Are Special Needs Being Met?|
|2007||Cristina Pomales-Garcia and Yili Liu||Web-Based Distance Learning Technology: The Impacts of Web Module Length and Format|
|2005||Mary Annette Rose||Comparing Productive Online Dialogue in Two Group Styles: Cooperative and Collaborative|
|2003||Dianne L. Conrad||Engagement, Excitement, Anxiety, and Fear: Learners’ Experiences of Starting an Online Course|
|2001||Krisanna Machtmes and William Asher||A Meta-Analysis of the Effectiveness of Telecourses in Distance Education|
|1999||Jeannette McDonald and Chere Campbell Gibson||Interpersonal Dynamics and Group Development in Computer Conferencing|
|1997||Whitney Rogers Bischoff, Sarah Bisconer, Barbara Kooker, and Lanell Woods||Transactional Distance and Interactive Television in the Distance Education of Health Professionals|
|1995||Rebecca Oxford, Young Park-Oh, Sukero Ito, and Malenna Sumrall||Factors Affecting Achievement in a Satellite-Delivered Japanese Language Program|
|1993||Myra Baynton||Dimensions of “Control” in Distance Education: A Factor Analysis|
|1992||Brian Dille and Michael Mezack||Identifying Predictors of High Risk Among Community College Telecourse Students|
|1991||S. Todd Stubbs and Byron B. Burnham||An Instrument for Evaluating the Potential Effectiveness of Electronic Distance Education Systems|
|1990||Andrew Woudstra and Richard Powell||Management: Value Chain Analysis. A Framework for Management of Distance Education|
|1989||Farhad Saba||Concepts: Integrated Telecommunications Systems and Instructional Transaction|
|1988||Becky Dunning||Independent Study in Higher Education: A Captive of Legendary Resilience?|
|2014||Curtis J. Bonk|
|2012||Rena Palloff and Keith Pratt|
|2006||Darcy Walsh Hardy|
|1998||Donald Olcott, Jr.|
|1994||Becky Dunning, Marvin VanKekerix, and Lee Zaborowski|