This handbook aims to provide a compendium of research on distance education. Although dealing with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: coverage of a range of aspects of distance education, including design, instruction, management, policy, and a section on different audiences; contributions from authors discussing the nature of current practice in terms of empirical research, and highlighting future research needs in relation to current practice and recent changes in the field
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This handbook aims to provide a compendium of research on distance education. Although dealing with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: coverage of a range of aspects of distance education, including design, instruction, management, policy, and a section on different audiences; contributions from authors discussing the nature of current practice in terms of empirical research, and highlighting future research needs in relation to current practice and recent changes in the field; a review of the theories that support distance education pedagogy; and a focus throughout on contemporary applications, online and e-learning.
The contents are as follows: Part one, ‘Historical and conceptual foundations’, contains the following chapters: An overview / Michael Grahame Moore; A history of scholarship / Linda M. Black; University correspondence study: a revised historiographic perspective / Von V. Pittman; Charles A. Wedemeyer: visionary pioneer of distance education / William C. Diehl; Building the future: a theoretical perspective / Farhad Saba; The theory of transactional distance / Michael Grahame Moore; Independent learning theory: autonomy, control, and meta-cognition / William Anderson; The community of inquiry theoretical framework / D. Randy Garrison and Zehra Akyol; Part two, ‘Learning, learners, and learner support’, contains: An overview / Michael Grahame Moore; Cognitive perspectives on online learning environments / Richard E. West, Michael J. Hannafin, Janette R. Hill, and Liyan Song; Satisfaction with distance education / Mike Allen, Kikuko Omori, Nancy Burrell, Edward Mabry, and Erik Timmerman; Student persistence - and teaching strategies to support it / Tina M. Stavredes and Tiffany M. Herder; Student achievement in elementary and high school / Cathy Cavanaugh; Culture and online distance learning / Charlotte N. Gunawardena; Academic advising in degree programs / Robert F. Curry; Enabling learning for disabled students / Susan Crichton and Shelley Kinash; The role of academic libraries / Kay Johnson and Elaine Fabbro.
Part three, ‘Design and teaching’, contains the following chapters: An overview / Michael Grahame Moore; Theory to practice in instructional design / Rick L. Shearer; Instructional design models for optimal learning / Som Naidu; Activity design and instruction in online learning / Vanessa P. Dennen; Technology integration: from implementation to dynamic scaffolding / Minchi C. Kim, Kadir Kozan, Woori Kim, and Andrie A. Koehler; Realizing the promise of learning objects / Susan Moisey and Mohamed Ally; Emerging practice and research in blended learning / Charles R. Graham; Modes of interaction / Norm Friesen and Alex Kuskis; Teaching and learning in negotiated and informal online learning environments / Janette R. Hill, Denise P. Domizi, Minchi C. Kim, and Hyeonjin Kim; Faculty participation in online distance education / Kay Shattuck; Students and teachers as ethical actors / Melody M. Thompson and Jonathan W. Wrigglesworth; Part four, ‘Policies, administration, and management’, contains: An overview / Michael Grahame Moore; Management of online programs / Greg Kearsley; Institutional policy issues / Michael Simonson and Charles Schlosser; Strategic planning and needs assessment in distance education / Ryan Watkins, Roger Kaufman, and Busayo Odunlami; Institutional leadership / Michael F. Beaudoin; Accreditation: assuring quality and fostering improvement / Patricia M. O’Brien; Evaluating distance education in an era of internationalization / Modupe E. Irele; The changing costs of delivery of distance education programs / Alistair Inglis; Cost-effectiveness of online education / Insung Jung and Sung Lee; Legal and recent copyright issues / Tomas A. Lipinski.
Part five, ‘Audiences and providers’, contains the following chapters: An overview / Michael Grahame Moore; The evolution of K-12 distance education and virtual schools / Tom Clark; The landscape of K-12 online learning / Michael K. Barbour; Online learning in community colleges / Shanna Smith Jaggars; Distance training and education in the corporate sector / Zane L. Berge; Continuing professional education / Gary W. Kuhne; Distance education in the armed forces / Peggy L. Kenyon, Gary Twogood, and Linda A. Summerlin; Doctorates for professionals through distance education / Terry Evans and Rosemary Green; Teaching science at a distance / Dietmar K. Kennepohl; Emerging organizational models in higher education / Donald E. Hanna; Learning in a world of blurred boundaries / Jan Visser.
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