Provide a 2 pages APA Style report giving a brief history of PGP encryption 

Strict note: APA style as attached and No plagiarism

Running head: INTERNET AND DISTANCE ED 1

Internet and Distance Education Delivery Models

Jane Ford

EDU 400 Distance Education

Prof. John Smith

July 27, 2010

In the top half of the page, centered and double-spaced, include:
title of the paper, your first and last name, course number and
name, instructor name, and date of submission. Please note that
Ashford University APA guidelines require title pages to include
the course instructor’s name and date. This requirement is specific
to Ashford and is not included in the APA publication guidelines as
outlined in the APA Publication Manual (6

th
edition).

To center a line in MS Word 2007, select the
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Center symbol (multiple lines centered in a small
box). To center pre-existing text, highlight the text

first and follow the steps above.

Margins should be uniform, 1 inch at the top, bottom, left,
and right of every page. To change your margins, select the Page

Layout tab. In the Page Setup section, click on the Margins
symbol. Clicking on Margins will present a menu of margin

settings, or you may create “custom margins.”

To insert a header in MS Word
2007:

1. Select the Insert tab. In the
Header and Footer section,
select Header, and a drop
down menu will display;
Choose Blank.

2. This will open the Header
and bring the “Header and
Footer Tools” options to the
top menu bar. Check the box
for Different First Page.
This will ensure “Running
Head:” is only listed on the
title page.

3. Clicking on Page Number
will present a menu of page
numbers. The page number
should be in the top right
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4. With the page number
highlighted and the cursor in
front of the number, hit the
backspace key (the number
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5. Then, type “Running head:”
followed by a shortened
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6. After typing the “Running
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7. On page 2 of the paper,
double-click on the header
(where page 2 is listed on
the right margin). Then,
repeat steps 4-6 above.
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Head:”).

For addition guidance in using MS Word 2007, go to the
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look for the Microsoft Word 2007 Basics Tutorial and the

Basic Guide for Using Microsoft Word (2007).

INTERNET AND DISTANCE ED 2

August 2010

Internet and Distance Education Delivery Models

Technological developments over the past twenty years have given people across the

globe the ability to interact and obtain information at a tremendous rate. Due to these

developments, the field of distance education is also growing at an exponential rate, as is the

research conducted on the availability, effectiveness, and best practices for distance learning.

This increased interest has led to a variety of options in distance learning systems, and the

primary methods for course delivery. Distance education courses are primarily taught via one of

three course models: synchronous, asynchronous, or blended.

Synchronous course delivery is conducted in ‘real time.’ This means the instructors and

students are online at the same time and typically interact via streaming video, live chat, or in a

net-meeting format. Students can post or ask questions and receive immediate responses from

the course instructor or other students.

In the asynchronous course model the instruction is conducted when the students and

instructor are not online at the same time. These classes typically occur through a distance-

learning system that allows the users to post and respond to messages in a specific location

within the course. For example, Ashford University conducts online classes using the

asynchronous method. Students and instructors are assigned to specific online courses. Within

these courses students participate in discussion forums, post assignments, and retrieve learning

materials. Correspondence with the instructor is primarily conducted via the online course

discussion forums and email.

The blended learning model is a combination of both synchronous and asynchronous

delivery. The instructor may have a set lecture time during which all students log into the system

to listen and interact with the class. The remainder of the week’s instruction may then be

The entire paper should be double-spaced. Use the automatic
double-spacing command. Select the Page Layout tab. In the

Paragraph section, click on the small symbol on the lower right
corner of the section (downward-right facing arrow in a tiny box).
This will open the Paragraph dialog box. In the Spacing section,

select “double” from the line spacing menu. Click OK.

Align the text of the essay along the left margin. Select
the Page Layout tab. In the Paragraph section, click on
the small symbol on the lower right corner of the section

(downward-right facing arrow in a tiny box). This will open
the Paragraph dialog box. In the General section, select

“Left” from the alignment menu. Click OK.

INTERNET AND DISTANCE ED 3

August 2010

conducted asynchronously by having students post additional discussions and questions to a

specific location within the learning system.

Regardless of the delivery method, all distance-learning systems include course

management. Within the course management system, instructional designers, course authors,

and instructors have the ability to edit content, administer assignments, monitor discussions, and

interact with learners. The course management features of a distance-learning system are one of

the key elements for the successful delivery of a distance education program.

An important factor in selecting a distance-learning system is the ease with which

students and instructors can interact and understand the delivery structure. Students’ success is

often related to their experience with the course technology. If students are to be successful in

learning at a distance, they must be comfortable with the media used to transmit the content of

the course. Ultimately, the distance-learning system should enhance the learner’s experience.

Asynchronous Course Delivery

Within distance education the delivery of information occurs through the use of various

communication methods. When the instructor and learners are separated by time and geographic

location, asynchronous communication occurs. Asynchronous communication does not require

the participants to interact simultaneously. Asynchronous learning tools can be used for a

variety of teaching and workplace situations.

Historically, distance learning involved only the student and instructor. Learners did not

have the opportunity to communicate with one another. Fortunately, technological

advancements have brought much to the field of distance learning. In the teaching arena of

online learning, asynchronous communication can be done by way of e-mail, newsgroups for

discussions, streaming video, and audio. According to Witt & Mossler (2001),

INTERNET AND DISTANCE ED 4

August 2010

The new opportunities that a college degree will [provide] is made possible by the

advantages of an online education, including class work on a more flexible schedule, ease

of doing research online, ease of collaborating with others at a distance, and access to

universities that may be geographically far removed from where [one] lives. Online

classes also make it possible for students to learn from working professionals in their

fields who may be scattered across the country or around the world. (Adult Learning in

the Information Age, para. 1)

Asynchronous communications allow learners to select the time and place for class

participation. Through e-mails and other asynchronous learning tools, students can be a part of a

learning community, set goals, and complete coursework. In the workplace, professionals can

interact without concern for time differences or the high cost of international phone calls. With

the asynchronous model, the user has greater control over the acquisition of information and the

ability to set a convenient time for completing coursework, training, or job-related activities.

Synchronous Course Delivery

Online synchronous course delivery offers students and instructors the most similar

format to a traditional classroom learning experience. While the instructor and students are not

located in the same place, they are interacting and communicating at the same time. Within the

synchronous delivery system, there are many options for the communication and transmission of

course content. In Transforming Learning Methods through Online Teaching the authors address

the role of technology in improving academics, including the benefits of synchronous learning,

particularly for the younger students and their familiarity with “chat room” type technology.

Bach, Haynes & Lewis Smith (2006) state, “Synchronous communication develops its own

curios and quite different type of narrative when compared with face to face discussion, and

This quote is greater than 40 words.
Therefore, block quotation style

should be used. For blocked quotes,
indent and double-space each line.

INTERNET AND DISTANCE ED 5

August 2010

there is often a text based ‘stream of consciousness’” (p. 135). Synchronous delivery of course

instruction also allows for immediate feedback. In the asynchronous delivery model, learners

must often wait for feedback or answers to questions.

An effective synchronous delivery system motivates the learner, provides sufficient time

for learner and facilitator interaction, and operates the course at a steady rate, allowing the

learners time to reflect and ask questions. Like the asynchronous course delivery model, a

successful synchronous delivery system can also provide participants with an effective and

challenging learning experience.

Blended Learning Course Delivery

While asynchronous and synchronous learning systems each offer a specialized approach

to distance learning, a blended learning system can combine the tools of both systems to present

an effective and convenient learning experience. According to Watson (2010), “…blended

learning combines online delivery of educational content with the best features of classroom

interaction and live instruction…” (p. 4) For example, training for supervisors may be divided

into various sections. One section’s content may be taught via CD-ROM with the learners

interacting through a newsgroup or discussion board. The next section may be taught in the

classroom setting. Fundamentally, current blended learning models represent a transfer in

instructional strategies, similar to the way in which online learning demonstrated a change in the

delivery and instructional models for learning at a distance (Watson, 2010).

Course Management Systems

The distance education boom has led many institutions on a search for a management

system capable of delivering courses, sharing information, while managing the varied and often

complex learning tools. As shared by Caplow (2006), the most significant aspects of the course

Generally, citations should have the
last name of the author(s) and the

year of publication. Direct quotations
should include the page number

(paragraph or heading section for
works without page numbers).

INTERNET AND DISTANCE ED 6

August 2010

management system include the ability to provide course materials in a web based format, access

to online exams, links to course materials, in addition to a system that supports student and

faculty interaction in discussions and evaluation. Given the increasing number of options

available in distance education, the task of finding a course management system that offers the

necessary options, along with the ability to interact with other technology solutions, can be

daunting. The decision to implement a courseware management system cannot be pieced

together. All distance learning systems, from blended learning systems to content management,

must have the capability and the resources necessary to interact with the course management

system.

Learning technologies have opened the doors to a wide variety of options for distance

education delivery, and each learning model has benefits and limitations (Picciano, 2001). The

internet and learning technologies provide the means for transmitting content, managing courses,

and promoting the interaction of the instructor and learners. When selecting technology for a

distance-learning program, the system that provides the best learning approach should be

utilized. Around the world, students can join the same class, share information, and learn

together. The field of distance education and the various learning systems are continually being

revised and improved. Ideally, the most effective distance learning system is one that provides

students with the resources to be a successful distance learner.

Additional APA Format Tips:
– All terminal punctuation (e.g., period, question mark) is followed by two spaces.

One space is used in reference citations, initials, abbreviations, and with
commas, colons, and semicolons.

– Do not hyphenate words at the end of a line.
– Always have at least two lines of a paragraph at the top or bottom of a page.

o Under the Home tab, in the Paragraph section, click on the small
symbol on the lower right corner of the section (downward-right facing
arrow in a tiny box). This will open the Paragraph dialog box. In the
Paragraph dialog box, click on the Line and Page Breaks tab to ensure
that the Widdow/Orphan control is checked.

INTERNET AND DISTANCE ED 7

August 2010

References

Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning and teaching in higher

education [ebrary Reader version]. Retrieved from

http://site.ebrary.com/lib/ashford/Doc?id=10197006

Caplow, J. (2006). Where do I put my course materials? Quarterly Review of Distance

Education, 7(2), 165-173. Abstract retrieved from ERIC (Accession No. EJ875031)

Picciano, A. G. (2001). Distance learning: Making connections across virtual space and

time. Upper Saddle River, NJ: Prentice Hall

Watson, J. (2010, June). Blended learning: The convergence of online and face to face

education. Promising practice in online learning. Retrieved from North American

Council for Online Learning: http://www.inacol.org

Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment. Retrieved from

https://content.ashford.edu/books/4

Indent the second and subsequent
line of each reference five to seven

spaces (also referred to as a “hanging
indent”). Double-space each entry.

Alphabetize your references by the author’s last
name. Use initials for the first and middle names.

Online library entries should either be cited
the same as a print article, or use the home
page URL of the journal. If a Digital Object

Identifier (DOI) is available, it should be
used in place of the URL.

If you have more than one entry with the same author AND published
in the same year, add a lowercase letter after the year both here and

in your in-text citations, for instance, (2001a) and (2001b).

Samples of citations and references (APA 6
th
Ed.) are

located in the Ashford Writing Center.