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Teaching and Learning at a Distance : Foundations of Distance Education

ISBN: 9780130946294 | 013094629X
Edition: 4th
Format: Paperback
Publisher: Pearson College Div
Pub. Date: 1/1/2009

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SummaryTable of Contents
For introductory courses in distance education. The second edition of this leading text offers everything instructors need to know in order to make the experience of the distance learner as complete and satisfying as that of the local learner. Here is concise, to-the-point coverage of the foundations of the field and how it came to be dominated by the World Wide Web and the Internet. And here is expansive, practical, hands-on instruction in exactly how to do distance teaching through computer technology, videotape, or simple audio techniques. M... MORE
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PART I FOUNDATIONS1(116)
Foundations of Distance Education
3(24)
Chemistry at a Distance? A True Story
4(1)
Distance Education Today and Tomorrow
5(3)
What Is Distance Education?
8(1)
Facts About Distance Education
8(1)
Media in Education: Earlier Debates
9(2)
Status of Distance Education
11(8)
Worldwide Examples
11(2)
United States
13(6)
Characteristics of Distance Education: A Vision
19(3)
Summary
22(1)
Self-Test Questions
23(1)
Answers to Self-Test Questions
23(1)
References
24(1)
Additional Readings
25(2)
Definitions, History, and Theories of Distance Education
27(34)
Defining Distance Education
28(3)
Emerging Definitions
31(1)
A Brief History of Distance Education
32(4)
Correspondence Study
32(2)
Electronic Communications
34(1)
Distance Teaching Universities
35(1)
Theory and Distance Education
36(13)
The Need for Theory
36(2)
Theory of Independent Study-Charles Wedemeyer
38(1)
Theory of Independent Study-Michael Moore
39(1)
Theory of Industrialization of Teaching-Otto Peters
40(2)
Theory of Interaction and Communication-Borje Holmberg
42(2)
Andragogy-Malcolm Knowles
44(1)
A Synthesis of Existing Theories-Hilary Perraton
45(1)
Equivalency Theory: An Emerging American Theory of Distance Education
46(1)
A Theoretical Framework for Distance Education-Desmond Keegan
47(2)
Fordism, Neo-Fordism, Post-Fordism: A Theoretical Debate
49(3)
Summary
52(2)
Self-Test Questions
54(1)
Answers to Self Test Questions
55(1)
References
56(2)
Additional Readings
58(3)
Research and Distance Education
61(24)
The Focus of Distance Education Research
62(1)
Learning Outcomes
62(2)
Learner Perceptions
64(3)
Learner Attributes
67(4)
Interaction
71(3)
Barriers to Distance Education
74(1)
Distance Education Technology
75(2)
Myths Regarding Distance Education Research
77(2)
Summary
79(1)
Self-Test Questions
80(1)
Answers to Self-Test Questions
80(1)
References
81(3)
Additional Readings
84(1)
Distance Education Technologies
85(32)
A True Story
86(1)
A Model of Communication
86(2)
The Cone of Experience
88(2)
A Taxonomy of Distance Education Technologies
90(1)
Correspondence Study
90(4)
Prerecorded Media
92(1)
Two-Way Audio
92(1)
Two-Way Audio With Graphics
93(1)
One-Way Live Video
94(10)
Two-Way Audio, One-Way Video
95(1)
Two-Way Audio/Video
96(3)
An Example: Two-Way Audio/Video in Iowa
99(2)
Desktop Two-Way Audio/Video
101(3)
Distance Education Classrooms
104(9)
Two-Way Video/Audio Classrooms
104(3)
Classroom Technologies for Online Instruction
107(6)
Summary
113(1)
Self-Test Questions
113(1)
Answers to Self Test Questions
114(1)
References
114(1)
Additional Readings
114(1)
URL for Information About Distance Education Classrooms
115(2)
PART II APPLICATIONS117(182)
Copyright and Distance Education
119(24)
Copyright Myths
120(1)
Copyright Essentials
121(1)
Exclusive Rights of Copyright Holders
122(1)
Fair Use
123(1)
Public Performance and Display
124(1)
Duration of Copyright
124(1)
Public Domain
125(1)
Guidelines
126(1)
Recent Copyright-Related Legislation
127(4)
Digital Millennium Copyright Act
127(3)
Uniform Computer Information Transactions Act (UCITA)
130(1)
Copyright Applications in Distance Education
131(4)
Printed Materials
131(1)
Audiovisual Materials
132(2)
Computer-Based Distance Education
134(1)
Obtaining Permission
135(2)
Intellectual Property Rights
137(1)
Summary
138(1)
Self-Test Questions
138(1)
Answers to Self-Test Questions
139(1)
References
139(1)
Additional Readings
140(1)
Sources of Information
140(3)
Instructional Design for Distance Education
143(22)
``Signal Fires''?
144(1)
Why Plan for Teaching at a Distance?
144(1)
Principles of Instructional Design Systems
145(2)
Systematic Process
145(1)
Planning for Instruction at a Distance
146(1)
Issues to Address in the Planning Process
147(10)
Who Are the Learners?
147(3)
What Is the Essential Content?
150(1)
What Teaching Strategies and Media Should Be Used?
151(3)
What Is the Learning Environment?
154(1)
Planning to Teach on the World Wide Web
155(1)
How Do You Determine the Quality of the Instruction?
156(1)
Other Issues to Be Considered
157(1)
Student Handouts
157(1)
Distribution of Materials
157(1)
Site Coordinators and Facilitators
158(1)
Models for Designing World Wide Web Courses
158(5)
Summary
163(1)
Self-Test Questions
163(1)
Answers to Self Test Questions
163(1)
References
164(1)
The Distance Education Student
165(24)
An Emphasis on the Student
166(3)
Attitude
167(1)
Experience
168(1)
Cognition
168(1)
Learning Styles
168(1)
Learner Responsibilities
169(4)
Microphones and Other Equipment
170(1)
Attendance and Class Participation
171(1)
Tone of Responses
172(1)
Time for Class
172(1)
Equipment Requirements
173(1)
Technical Know-How
173(1)
Technical Difficulties
173(1)
Assignments
173(1)
Sixty Frequently Asked Student Questions About Distance Education
173(13)
Summary
186(1)
Self-Test Questions
186(1)
Answers to Self-Test Questions
186(1)
References
187(2)
Teaching at a Distance
189(20)
Aspects of Distance Education
190(1)
Role of the Teacher
190(8)
Lesson Organization
190(1)
Instructional Methods
191(1)
Teaching at a Distance
191(7)
Policy Issues Related to Distance Education
198(6)
Importance of Policy
198(1)
Policy Categories
199(5)
Summary
204(1)
Self-Test Questions
205(1)
Answers to Self-Test Questions
206(1)
References
206(2)
Additional Readings
208(1)
Handouts, Study Guides, and Visuals
209(22)
Printed Media
210(1)
Distance Education Syllabus
210(1)
The Interactive Study Guide
211(3)
Graphic Design Principles
214(7)
Elements of Design
216(1)
Principles of Design
217(4)
Word Pictures
221(3)
Visual Analogies
224(3)
Summary
227(1)
Self-Test Questions
227(1)
Answers to Self-Test Questions
228(2)
References
230(1)
Additional Readings
230(1)
Distance Education, the World Wide Web, and the Internet
231(32)
The Implications of the Internet for Education and Training
232(4)
The Internet and K-12 Education
232(1)
Higher Education
233(1)
Training and Development
234(2)
What Is the Internet?
236(4)
Internet Management
236(1)
Evolution of the Internet and Its Services
237(2)
Structure of the Internet
239(1)
Further Internet Discussion
240(1)
Overview of Web/Internet-Based Distance Education
240(3)
Clarification of Terminology
241(2)
Advantages of Internet-Based Courses
243(5)
Limitations of Internet-Based Courses
244(1)
Components of Web/Internet-Based Courses
244(4)
Internet Communication Tools
248(3)
Computer Conferencing (Non-Web)
248(3)
Computer Conferencing (Web)
251(1)
Teaching With the World Wide Web
251(6)
The Web as a Learning Resource
251(2)
The Web as a Course Delivery Vehicle
253(4)
Summary: Thoughts on the Future of Online Learning
257(1)
Self-Test Questions
257(1)
Answers to Self Test Questions
258(1)
References
259(2)
Sources of Information About the Internet
261(2)
Assessment for Distance Education
263(22)
Assessing Learning Gains
264(1)
What Is Assessment?
264(4)
Assessment and Evaluation
265(1)
Assessment and Instructional Design
266(1)
Characteristics of Good Assessments
266(2)
Norm-Referenced and Criterion-Referenced Scoring
268(1)
Traditional Assessment Tools
268(4)
Using Traditional Assessments in Nontraditional Environments
271(1)
Alternative Assessment
272(5)
Advantages and Disadvantages of Alternative Assessment
275(2)
Assessment and Distance Education
277(3)
Cheating and Plagiarism
280(1)
Summary
281(1)
Self-Test Questions
282(1)
Answers to Self-Test Questions
283(1)
References
283(2)
Evaluating Teaching and Learning at a Distance
285(14)
Research and Evaluation
286(1)
Evaluation and the Open University
286(2)
The AEIOU Approach
288(4)
Program Evaluation: Examples
292(3)
South Dakota
292(1)
Iowa
293(2)
Summary
295(1)
Self-Test Questions
295(1)
Answers to Self-Test Questions
296(1)
References
296(1)
Additional Readings
297(2)
Index299

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