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Despite the massive potential of distance learning on the World
Wide Web the field of distance training is little known or
understood. This work presents reserch into four models of distance
education, into which it is claimed nearly all provision world-wide
falls provide a global overview of distance eduction and training
examines case studeis of distance education establishments
providing insight into their structure and advantages challenges
the premise that distance training lacks academic excellence and
status appraises the role of distance education as a tool for
employers to provide more effective and efficient training for
employees. Born in the 19th century, distance training came of age
in the 20th century. The author presents an overview of distance
training from its inception and looks forward to the innovations of
the future.
Distance education, for long the Cinderella of the educational
spectrum, had emerged in the 1970s and early 1980s as a valued
component of many national educational systems in both developed
and developing countries. The foundation of the Open Universities,
developments in communications technology and in audio-, video- and
computer-based learning, a new sophistication in the design of
print-based materials and better support systems for the student
learning at a distance had all contributed to the availability and
quality of distance education programmes. Originally published in
1988, this book chronicles this great change in distance education.
It presents the best writings on the subject published during the
previous ten years. The articles selected for this volume provided
a new scholarly basis for the theory and practice of distance
education. The editors have brought together contributions from
many countries and present authoritative introductions to each of
the nine sections. This book provided those in both developed and
developing countries with a guideline to one of the most rapidly
expanding areas of education at the time.
According to UNESCO statistics, 10 million of the world's 600
million students study at a distance. Theoretical Principles of
Distance Education seeks to lay solid foundations for the education
of these students and for the structures within which they study.
As a more industrialised form of education provision, distance
education is well adapted to the use of new communication
technologies, and brings to education many of the strengths and
dangers of post-industrialism. The central focus of the study of
distance education is the placing of the student at home or at work
and the justification of the abandonment in this form of education
of interpersonal, face-to-face communication, previously considered
to be a cultural imperative for education in both east and west.
This book explores the problems that distance education poses to
the theorist, bringing together an international team of distance
educators to address these issues for the first time in a
systematic way. The team comprises theoreticians, administrators,
experts in educational technology and adult education, experts in
learning from video machines, from computers and other forms of
technology. Contributions from Italy, and Scandinavia contrast with
viewpoints provided by scholars from the US, Canada, Australia, and
the UK.
Brings together the best of Otto Peters' work, most of which has
not been previously available in English. Essays cover the
historical development of distance education, from the 1950's to
education in post-industrial society.
Distance education and training provision has expanded dramatically over the past few years. This best-selling introduction to the field has helped many to understand the origins and background of distance education, and has been used by students and professionals as a guide to policy and practice. It has now been updated in the light of the developments in recent years in Eastern Europe and the enormous advances in the use of new technologies. A new case study of distance education in China is also included.
Otto Peters is widely recognized as one of the world's leading
authorities on distance education. His theory of distance education
as the most industrialized form of education is an original and
far-reaching analysis of distance education. This collection brings
together the best of Peters' work, most of which has not been
previously available in the English language. Drawing on German
sociologists and philosophers of education, from Weber and Tonnies
to Heimann and Schultz, Peters builds up an impressive analysis of
the advantages and defects of the industrialization of education.
The essays in this collection cover the historical development of
teaching and learning at a distance, from the correspondence
schools of the 1950s through to distance education in the
post-industrial societies of today. The book also includes a
account of Peters' central role in the foundation and running of
the Fernuniversitat, the German Open University.
Although distance education has developed rapidly over the past
decade, writing on the subject is still scattered over a diverse
range of often inaccessible sources. This book brings together a
selection of the best writing on distance education in recent
years, and is an essential reference for all who work in the field.
According to UNESCO statistics, 10 million of the world's 600 million students study at a distance. Theoretical Principles of Distance Education seeks to lay solid foundations for the education of these students and for the structures within which they study. As a more industrialised form of education provision, distance education is well adapted to the use of new communication technologies, and brings to education many of the strengths and dangers of post-industrialism. The central focus of the study of distance education is the placing of the student at home or at work and the justification of the abandonment in this form of education of interpersonal, face-to-face communication, previously considered to be a cultural imperative for education in both east and west. This book explores the problems that distance education poses to the theorist, bringing together an international team of distance educators to address these issues for the first time in a systematic way. The team comprises theoreticians, administrators, experts in educational technology and adult education, experts in learning from video machines, from computers and other forms of technology. Contributions from Italy, and Scandinavia contrast with viewpoints provided by scholars from the US, Canada, Australia, and the UK.
Although distance education has developed rapidly over the past
decade, writing on the subject is still scattered over a diverse
range of often inaccessible sources. This book brings together a
selection of the best writing on distance education in recent
years, and is an essential reference for all who work in the field.
Distance education, for long the Cinderella of the educational
spectrum, had emerged in the 1970s and early 1980s as a valued
component of many national educational systems in both developed
and developing countries. The foundation of the Open Universities,
developments in communications technology and in audio-, video- and
computer-based learning, a new sophistication in the design of
print-based materials and better support systems for the student
learning at a distance had all contributed to the availability and
quality of distance education programmes. Originally published in
1988, this book chronicles this great change in distance education.
It presents the best writings on the subject published during the
previous ten years. The articles selected for this volume provided
a new scholarly basis for the theory and practice of distance
education. The editors have brought together contributions from
many countries and present authoritative introductions to each of
the nine sections. This book provided those in both developed and
developing countries with a guideline to one of the most rapidly
expanding areas of education at the time.
Distance education and training provision has expanded dramatically
over the past few years. This best-selling introduction to the
field has helped many to understand the origins and background of
distance education, and has been used by students and professionals
as a guide to policy and practice. It has now been updated in the
light of the developments in recent years in Eastern Europe and the
enormous advances in the use of new technologies. A new case study
of distance education in China is also included.
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