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This is a volume in ""Perspectives in Instructional Technology and
Distance Education Series"". Editors: Charles Schlosser and Michael
Simonson of Nova Southeastern University. ""The Perfect Online
Course: Best Practices for Designing and Teaching"" was edited
under the assumption that a perfect online course can be delivered
following different instructional methods and models for design and
for instruction, and by implementing different teaching or
instructional strategies. Such methods, models, and strategies are
framed within quality educational guidelines and must be aimed
towards attaining the online course's learning goals. The book
seeks to make a contribution to the existing body of literature
related to best practices and guidelines for designing and teaching
distance courses, specifically online education. The process of
selecting works suitable for this compilation included an extensive
review of the journals ""Quarterly Review of Distance Education""
and ""Distance Learning"". The book begins by covering literature
related to general approaches and guidelines, continues with
proposed methods and models for designing and instruction, and ends
with instructional strategies to achieve engagement through
interaction. The book is divided into four independent, yet
interrelated, parts and a concluding section: Part I: Introduction;
Part II: Best Guidelines and Standards; Part III: Best
Instructional Methods and Models; Part IV: Best Engagement
Strategies; and the concluding section, And Finally..., with words
from Simonson who delineates the structure of a perfect online
course.
A volume in Perspectives in Instructional Technology and Distance
EducationSeries Editors: Charles Schlosser and Michael SimonsonNova
Southeastern UniversityAs the title indicates, this book highlights
the shifting and emergent features that represent life online,
specificallyin and around the territory of e-learning.
Cybercultures in themselves are complex conglomerationsof ideas,
philosophies, concepts, and theories, some of which are fiercely
contradictory. As aconstruct, "cyberculture" is a result of
sustained attempts by diverse groups of people to make sense
ofmultifarious activities, linguistic codes, and practices in
complicated and ever-changing settings. It is animpossibly
convoluted field. Any valid understanding of cyberculture can only
be gained from livingwithin it, and as Bell suggests, it is "made
up of people, machines and stories in everyday life." Althoughthis
book contains a mix of perspectives, as the chapters progress,
readers should detect some commonthreads. Technology-mediated
activities are featured throughout, each evoking its particular
culturalnuances and, as Derrick de Kerckhove (1997) has eloquently
argued, technology acts as the skin of culture.All the authors are
passionate about their subjects, every one engages critically with
his or her topics, andeach is fully committed to the belief that
e-learning is a vitally important component in the future of
education.All of the authors believe that digital learning
environments will contribute massively to the success of the
information society we now inhabit.Each is intent on exploration of
the touchstone of "any time, any place" learning where temporal and
spatial contexts cease to become barriers to learning, and where
the boundaries are blurring between the formal and informal.This
book is divided into four sections. In Part I, which has been
titled "Digital Subcultures," we begin an exploration of "culture"
and attempt tolocate the learner within a number of digital
subcultures that have arisen around new and emerging technologies
such as mobile and handheld devices, collaborative online spaces,
and podcasting. The chapters in this section represent attempts by
the authors to demonstrate that there are many subdivisionspresent
on the Web, and that online learners cannot and should not be
represented as one vast amorphous mass of "Internet" users.
Distance education is defined as institution-based formal education
where the learning group is separated, and where interactive
telecommunications systems are used to connect learners, resources,
and instructors. This definition is expanded on in the 2009
yearbook of the Encyclopaedia Britannica, which validates this
definition of the field. ""Distance Education: Definition and
Glossary of Terms, 3rd Edition"" is unique in that it packages the
terms together under one cover making this rapidly advancing
complex topic easier to comprehend. The book addresses the
complexities of terminology used in the field of distance
education. In a time where distance education is becoming widely
utilized across the globe, this at-a-glace approach makes it easier
than ever to respond to the growing demand and questions about this
subject matter.
A volume in Perspectives in Instructional Technology and Distance
Education Series Editors: Charles Schlosser and Michael Simonson
Nova Southeastern University The Perfect Online Course: Best
Practices for Designing and Teaching was edited under the
assumption that a perfect online course can be delivered following
different instructional methods and models for design and for
instruction, and by implementing different teaching or
instructional strategies. Such methods, models, and strategies are
framed within quality educational guidelines and must be aimed
towards attaining the online course's learning goals. The book
seeks to make a contribution to the existing body of literature
related to best practices and guidelines for designing and teaching
distance courses, specifically online education. The process of
selecting works suitable for this compilation included an extensive
review of the journals Quarterly Review of Distance Education and
Distance Learning. The book begins by covering literature related
to general approaches and guidelines, continues with proposed
methods and models for designing and instruction, and ends with
instructional strategies to achieve engagement through interaction.
The book is divided into four independent, yet interrelated, parts
and a concluding section: Part I: Introduction; Part II: Best
Guidelines and Standards; Part III: Best Instructional Methods and
Models; Part IV: Best Engagement Strategies; and the concluding
section, And Finally..., with words from Simonson who delineates
the structure of a perfect online course.
A volume in Perspectives in Instructional Technology and Distance
Education Series Editors: Charles Schlosser and Michael Simonson
Nova Southeastern University As the title indicates, this book
highlights the shifting and emergent features that represent life
online, specifically in and around the territory of e-learning.
Cybercultures in themselves are complex conglomerations of ideas,
philosophies, concepts, and theories, some of which are fiercely
contradictory. As a construct, ""cyberculture"" is a result of
sustained attempts by diverse groups of people to make sense of
multifarious activities, linguistic codes, and practices in
complicated and ever-changing settings. It is an impossibly
convoluted field. Any valid understanding of cyberculture can only
be gained from living within it, and as Bell suggests, it is ""made
up of people, machines and stories in everyday life."" Although
this book contains a mix of perspectives, as the chapters progress,
readers should detect some common threads. Technology-mediated
activities are featured throughout, each evoking its particular
cultural nuances and, as Derrick de Kerckhove (1997) has eloquently
argued, technology acts as the skin of culture. All the authors are
passionate about their subjects, every one engages critically with
his or her topics, and each is fully committed to the belief that
e-learning is a vitally important component in the future of
education. All of the authors believe that digital learning
environments will contribute massively to the success of the
information society we now inhabit. Each is intent on exploration
of the touchstone of ""any time, any place"" learning where
temporal and spatial contexts cease to become barriers to learning,
and where the boundaries are blurring between the formal and
informal. This book is divided into four sections. In Part I, which
has been titled ""Digital Subcultures,"" we begin an exploration of
""culture"" and attempt to locate the learner within a number of
digital subcultures that have arisen around new and emerging
technologies such as mobile and handheld devices, collaborative
online spaces, and podcasting. The chapters in this section
represent attempts by the authors to demonstrate that there are
many subdivisions present on the Web, and that online learners
cannot and should not be represented as one vast amorphous mass of
""Internet"" users.
Distance Education has become a major topic of interest in the
field of educational communications and technology. In response to
this interest, the Association for Educational Communications and
Technology (AECT) published the first edition of Distance
Education: Definition and Glossary of Terms in 2002. The second
edition of this monograph was begun in 2005. While the definition
of distance education was changed only slightly, the glossary of
terms was updated significantly under the supervision of Joann
Flick and members of AECT's Division of Distance Learning. The
definition of distance education and much of the supporting
narrative offered in this edition of Distance Education: Definition
and Glossary of Terms is based on Teaching and Learning at a
Distance: Foundations of Distance Education, 3rd. edition (2006).
This information is used with permission.
Distance Education has become a major topic of interest in the
field of educational communications and technology. In response to
this interest, the Association for Educational Communications and
Technology (AECT) published the first edition of Distance
Education: Definition and Glossary of Terms in 2002. The second
edition of this monograph was begun in 2005. While the definition
of distance education was changed only slightly, the glossary of
terms was updated significantly under the supervision of Joann
Flick and members of AECT's Division of Distance Learning. The
definition of distance education and much of the supporting
narrative offered in this edition of Distance Education: Definition
and Glossary of Terms is based on Teaching and Learning at a
Distance: Foundations of Distance Education, 3rd. edition (2006).
This information is used with permission.
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