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Teaching and Learning at a Distance is written for introductory
distance education courses for preservice or in-service teachers,
and for training programs that discuss teaching distant learners or
managing distance education systems. This text provides readers
with the basic information needed to be knowledgeable distance
educators and leaders of distance education programs. The teacher
or trainer who uses this book will be able to distinguish between
appropriate uses of distance education. In this text we take the
following themes: The first theme is the definition of distance
education. Before we started writing the first edition of Teaching
and Learning at a Distance we carefully reviewed the literature to
determine the definition that would be at the foundation of our
writing. This definition is based on the work of Desmond Keegan,
but is unique to this book. This definition of distance education
has been adopted by the Association for Educational Communications
and Technology and by the Encyclopedia Britannica. The second theme
of the book was the importance of research to the development of
the contents of the book. The best practices presented in Teaching
and Learning at a Distance are validated by scientific evidence.
Certainly there are "rules of thumb", but we have always attempted
to only include recommendations that can be supported by research.
The third theme of Teaching and Learning at a distance is derived
from Richard Clark's famous quote published in the Review of
Educational Research that states that media are mere vehicles that
do not directly influence achievement. Clark's controversial work
is discussed in the book, but is also fundamental to the book's
advocacy for distance education - in other words, we authors did
not make the claim that education delivered at a distance was
inherently better than other ways people learn. Distance delivered
instruction is not a "magical" approach that makes learners achieve
more. The fourth theme of the book is equivalency theory. Here we
presented the concept that instruction should be provided to
learners that is equivalent rather than identical to what might be
delivered in a traditional environment. Equivalency theory helps
the instructional designer approach the development of instruction
for each learner without attempting to duplicate what happens in a
face to face classroom. The final theme for Teaching and Learning
at a Distance is the idea that the book should be comprehensive -
that it should cover as much of the various ways instruction is
made available to distant learners as is possible. It should be a
single source of information about the field.
Distance Learning journal is a premiere outlet for articles
featuring practical applications of distance education in states,
institutions, and countries. Distance Education: Statewide,
Institutional, and International Applications is a collection of
readings from Distance Learning written by practitioners for
practitioners.
Distance Learning journal is a premiere outlet for articles
featuring practical applications of distance education in states,
institutions, and countries. Distance Education: Statewide,
Institutional, and International Applications of Distance
Education, Second Edition is a collection of readings from Distance
Learning journal written by practitioners for practitioners.
Over the last decade, the field of distance education (and
e-learning) has substantially strengthened and assumed a more
international scope. There has been an impressive growth in the
conceptual, empirical and experiential foundations of the field.
Trends and Issues in Distance Education: International Perspectives
(2nd Ed) captures a representative snapshot of the breadth of
current global trends and issues in distance education theory,
research, and practice. Through 21 chapters (from over 30
international authors), the book documents new developments in
distance education scholarship and practice, presenting a diverse
set of viewpoints on the trends and issues affecting this
increasingly central discipline. The book is for researchers,
practitioners, and students. Chapters speak to the many creative
ways in which distance education addresses learning and human
development needs around the world. They focus on distance
education in dissimilar settings that extend beyond the limitations
of the dominating paradigms of the highly developed economies.
Contributing authors touch upon conceptual as well as practical
issues. They critically reflect on both large- and small-scale
distance education initiatives, discussing the use of everything
from the most advanced technologies (e.g., 3-D computing) to the
most rudimentary technologies (e.g., wind-up radios).
The fourth edition of this book updates background information
about the definition and supporting theories and updates the
glossary with new terms related to distance education and
instructional technology.
Teaching and Learning at a Distance is written for introductory
distance education courses for preservice or in- service teachers,
and for training programs that discuss teaching distant learners or
managing distance education systems. This text provides readers
with the basic information needed to be knowledgeable distance
educators and leaders of distance education programs. The teacher
or trainer who uses this book will be able to distinguish between
appropriate uses of distance education. In this text we take the
following themes. The first theme is the definition of distance
education. Before we started writing the first edition of Teaching
and Learning at a Distance we carefully reviewed the literature to
determine the definition that would be at the foundation of our
writing. This definition is based on the work of Desmond Keegan,
but is unique to this book. This definition of distance education
has been adopted by the Association for Educational Communications
and Technology and by the Encyclopedia Britannica. The second theme
of the book was the importance of research to the development of
the contents of the book. The best practices presented in Teaching
and Learning at a Distance are validated by scientific evidence.
Certainly there are "rules of thumb", but we have always attempted
to only include recommendations that can be supported by research.
The third theme of Teaching and Learning at a Distance is derived
from Richard Clark's famous quote published in the Review of
Educational Research that states that media are mere vehicles that
do not directly influence achievement. Clark's controversial work
is discussed in the book, but is also fundamental to the book's
advocacy for distance education - in other words, we authors did
not make the claim that education delivered at a distance was
inherently better than other ways people learn. Distance delivered
instruction is not a "magical" approach that makes learners achieve
more. The fourth theme of the book is equivalency theory. Here we
presented the concept that instruction should be provided to
learners that is equivalent rather than identical to what might be
delivered in a traditional environment. Equivalency theory helps
the instructional designer approach the development of instruction
for each learner without attempting to duplicate what happens in a
face to face classroom. The final theme for Teaching and Learning
at a Distance is the idea that the book should be comprehensive -
that it should cover as much of the various ways instruction is
made available to distant learners as is possible. It should be a
single source of information about the field.
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