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Teaching and Learning at a Distance : Foundations of Distance Education

ISBN: 9780131196308 | 0131196308
Edition: 3rd
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2006

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SummaryTable of Contents
This book provides a research-based exploration of distance education which covers both foundations and applications.The third edition of Teaching and Learning at a Distance: Foundations of Distance Education now emphasizes the importance of Internet-based instruction in providing you with the basics you need to become a knowledgeable distance educator, including theory and research that inform distance learning, practical skills and knowledge needed to function immediately in a distance learning environment, and managerial and administrative i... MORE
PART I FOUNDATIONS
1(118)
Foundations of Distance Education
3(28)
Chemistry at a Distance? A True Story
... MORE		4(1)
Distance Education Today and Tomorrow
5(2)
The Effectiveness of Distance Education--In Case You Wonder
7(3)
What Is Distance Education?
10(1)
Facts About Distance Education
10(1)
Media in Education: Earlier Debates
11(2)
Status of Distance Education
13(5)
Worldwide Examples
13(2)
United States
15(3)
Telemedicine
18(4)
Background
19(1)
Applications
20(1)
Impediments to Telemedicine
20(2)
Characteristics of Distance Education: Two Visions
22(4)
The First Scenario---Distance Education in Schools
22(2)
The Second Scenario---Distance Education in the Corporation
24(2)
Summary
26(1)
Self-Test Questions
27(1)
Answers to Self-Test Questions
27(1)
References
28(1)
Additional Readings
29(2)
Definitions, History, and Theories of Distance Education
31(32)
Defining Distance Education
32(3)
Emerging Definitions
35(1)
A Brief History of Distance Education
35(5)
Correspondence Study
36(1)
Electronic Communications
37(2)
Distance Teaching Universities
39(1)
Theory and Distance Education
40(16)
The Need for Theory
40(1)
Theory of Independent Study---Charles Wedemeyer
41(1)
Theory of Independent Study---Michael Moore
42(1)
Theory of Industrialization of Teaching---Otto Peters
43(3)
Theory of Interaction and Communication---Borje Holmberg
46(2)
Andragogy---Malcolm Knowles
48(1)
A Synthesis of Existing Theories---Hilary Perraton
49(1)
Equivalency Theory: An Emerging American Theory of Distance Education
50(1)
A Theoretical Framework for Distance Education---Desmond Keegan
51(1)
Fordism, Neo-Fordism, Post-Fordism: A Theoretical Debate
52(4)
Summary
56(2)
Self-Test Questions
58(1)
Answers to Self-Test Questions
58(2)
References
60(1)
Additional Readings
61(2)
Research and Distance Education
63(24)
The Focus of Distance Education Research
64(1)
Learning Outcomes
64(3)
Learner Perceptions
67(2)
Learner Attributes
69(4)
Interaction
73(3)
Barriers to Distance Education
76(1)
Distance Education Technology
77(2)
Myths Regarding Distance Education Research
79(2)
Summary
81(1)
Self-Test Questions
82(1)
Answers to Self-Test Questions
82(1)
References
83(2)
Additional Readings
85(2)
Technologies for Distance Education
87(32)
A True Story
88(1)
A Model of Communication
88(2)
The Cone of Experience
90(2)
A Taxonomy of Distance Education Technologies
92(16)
Correspondence Study
92(2)
Prerecorded Media
94(1)
Two-Way Audio
95(1)
Two-Way Audio with Graphics
96(1)
One-Way Live Video
96(1)
Two-Way Audio, One-Way Video
97(2)
Two-Way Audio/Video
99(4)
An Example: Two-Way Audio/Video in Iowa
103(2)
Desktop Two-Way Audio/Video
105(3)
Distance Education Classrooms
108(7)
Two-Way Video/Audio Classrooms
108(2)
Classroom Technologies for Online Instruction
110(5)
Summary
115(1)
Self-Test Questions
115(1)
Answers to Self-Test Questions
116(1)
References
117(1)
Additional Readings
117(1)
Additional Web Sites Referenced in This Chapter
117(2)
PART II TEACHING AND LEARNING AT A DISTANCE
119(172)
Instructional Design for Distance Education
121(34)
``Signal Fires''?
122(1)
Why Plan for Teaching at a Distance?
122(1)
Principles of Instructional Design Systems
123(2)
Systematic Process
123(1)
Planning for Instruction at a Distance
124(1)
Issues to Address in the Planning Process
125(10)
Who Are the Learners?
125(3)
What Is the Essential Content?
128(1)
What Teaching Strategies and Media Should Be Used?
129(2)
What Is the Learning Environment?
131(2)
Planning to Teach on the World Wide Web
133(1)
How Do You Determine the Quality of the Instruction?
134(1)
Other Issues to Be Considered
135(1)
Student Handouts
135(1)
Distribution of Materials
135(1)
Site Coordinators and Facilitators
135(1)
Models for Designing World Wide Web Courses
136(4)
Best Practices in Course Design for Distance Education
140(9)
Recommendations for Distance Delivered Instruction---The Unit-Module-Topic Model
149(3)
Organizational Guidelines
149(1)
Assessment Guidelines
150(1)
Content Guidelines
151(1)
Instruction/Teaching Guidelines
152(1)
Summary
152(1)
Self-Test Questions
152(1)
Answers to Self-Test Questions
153(1)
References
153(2)
The Student and Distance Education
155(28)
An Emphasis on the Student
156(2)
Traits of the Distant Learner
158(1)
Adult Learners
158(1)
P12 Learners
158(1)
Attitude Factors
159(1)
Classroom Culture
159(1)
Etiquette
159(1)
Experience Issues
160(1)
Learning Experiences
160(1)
Distance Learning Experiences
161(1)
Elements for Success
161(2)
General Ability
161(1)
Prior Knowledge
162(1)
Learning Styles
162(1)
Learner Responsibilities
163(6)
Television-and Audio-Based Settings
164(1)
Online Settings
165(1)
Time for Class
165(1)
Attendance and Class Participation
166(1)
Completing Assignments
167(1)
Equipment Requirements and Use
168(1)
Sixty Frequently Asked Student Questions About Distance Education
169(11)
Summary
180(1)
Self-Test Questions
181(1)
Answers to Self-Test Questions
181(1)
References
181(2)
Teaching and Distance Education
183(20)
Quality Instruction at a Distance: Coal Slurry Ponds
184(1)
Teaching the Distant Learner
184(8)
Aspects of Instruction
185(1)
Instructional Methods
186(1)
Structuring the Course
187(5)
Policy Issues Related to Teaching at a Distance
192(8)
Academic
192(1)
Intellectual Freedom and Ownership/Property Rights
193(1)
Course Integrity
193(1)
Student Support
194(2)
Institutional
196(1)
Legal Issues
197(1)
Technical Policies
197(1)
Sample Policies
198(2)
Summary
200(1)
Self-Test Questions
201(1)
Answers to Self-Test Questions
201(1)
References
202(1)
Handouts, Study Guides, and Visuals
203(22)
Printed Media
204(1)
Distance Education Syllabus
204(1)
The Interactive Study Guide
205(3)
Graphic Design Principles
208(7)
Elements of Design
210(1)
Principles of Design
211(4)
Word Pictures
215(3)
Visual Analogies
218(3)
Summary
221(1)
Self-Test Questions
222(1)
Answers to Self-Test Questions
223(1)
References
224(1)
Additional Readings
224(1)
Internet-Based Distance Education
225(36)
The Evolution of Distance Education
226(1)
What Is the Internet, and Why Does It Matter?
226(4)
Architecture of the Internet
227(1)
Are the Terms ``Internet'' and ``World Wide Web'' Interchangeable?
228(1)
Growth of the Internet
229(1)
Foundations of Internet-Based Distance Education
230(6)
Student-Centered Learning
230(1)
Distance Learning versus Distributed Learning
231(1)
E-Learning
232(1)
Advantages and Limitations of Online Learning
233(1)
Characteristics of Successful Online Students and Teachers
234(2)
Technologies of Internet-Based Distance Education
236(12)
Synchronous Technologies
237(3)
Asynchronous Technologies
240(4)
Other Tools for Enhancing Internet-Based Distance Education
244(2)
Selection Criteria for a Course Management System
246(2)
Pedagogies of Internet-Based Distance Education
248(4)
E-Learning Adoption Cycles
248(1)
Fundamentals of Teaching Online
249(3)
Future of Internet-Based Distance Education
252(5)
Growth of Virtual Schools and Universities
253(1)
Advances in High-Speed Networking
254(1)
Development of Standards and Learning Objects
255(2)
Potential Impact of Open Source
257(1)
Summary
257(1)
Self-Test Questions
258(1)
Answers to Self-Test Questions
258(1)
References
259(2)
Assessment for Distance Education
261(30)
Assessing Learning Gains
262(1)
Purposes for Assessment
262(2)
Assessment and Evaluation
264(1)
Assessment and Instructional Design
264(2)
Assessments and Grading
266(1)
Characteristics of Useful Assessments
266(2)
Objective and Subjective Assessment Measures
268(3)
Assessment Strategies
271(6)
Online Quizzes and Tests
271(1)
Asynchronous Communication
272(1)
Real-Time Communication
272(1)
Portfolios
273(1)
Papers and Essays
274(1)
Presentations
274(1)
Problem-Based Activities
275(1)
Journal Writing
275(1)
Concept Maps
276(1)
Simulations and Games
276(1)
Implementation Strategies
277(4)
Ongoing and Nongraded Assessment Measures
277(1)
Balancing Flexibility and Structure
278(1)
Using Scoring Rubrics
278(2)
Facilitating Student Collaboration
280(1)
Technical Difficulties
281(1)
Selecting Appropriate Assessment Measures
281(1)
Academic Misconduct
282(3)
Plagiarism
282(1)
Cheating
283(1)
Deterring Academic Misconduct
284(1)
What's Ahead for Assessment?
285(2)
Evidence-Centered Design
285(1)
Automated Essay Scoring
286(1)
Accessibility
286(1)
Improved Collaborative Tools
287(1)
Summary
287(1)
Self-Test Questions
288(1)
Answers to Self-Test Questions
288(1)
References
289(2)
PART III MANAGING AND EVALUATING DISTANCE EDUCATION
291(62)
Copyright and Distance Education
293(24)
Copyright Myths
294(1)
Copyright Essentials
295(5)
Exclusive Rights of Copyright Holders
296(1)
Fair Use
296(1)
Public Performance and Display
297(1)
Duration of Copyright
298(2)
Public Domain
300(1)
Guidelines
300(2)
Recent Copyright-Related Legislation
302(3)
Digital Millennium Copyright Act
302(2)
Technology, Education, and Copyright Harmonization (TEACH) Act
304(1)
Copyright Applications in Distance Education
305(6)
Printed Materials
306(1)
Video
307(1)
Photographs and Digital Images
308(1)
Multimedia
309(1)
Electronic Mail and Other Internet Resources
309(2)
Obtaining Permission
311(1)
Intellectual Property Rights
311(2)
Summary
313(1)
Self-Test Questions
313(1)
Answers to Self-Test Questions
314(1)
References
314(1)
Additional Web Sites Referenced in This Chapter
315(2)
Managing and Leading a Distance Education Organization
317(22)
The Distance Learning Leader
318(1)
Functions and Roles of a Distance Education Administrator
318(5)
Regulatory Subsystem
319(1)
Course Subsystem
319(1)
Student Subsystem
320(1)
Logistical Subsystem
321(2)
Current Issues in the Administration of Distance Education
323(11)
Distance Education Policy
323(1)
Regulation of Distance Education
323(5)
Access and the Digital Divide
328(1)
Accessibility for the Disabled
328(1)
Intellectual Property Rights
329(3)
Other Faculty Issues
332(1)
The Costs of Distance Education
333(1)
Summary
334(1)
Self-Test Questions
334(1)
Answers to Self-Test Questions
335(1)
References
335(2)
Additional Web Sites Referenced in This Chapter
337(2)
Evaluating Teaching and Learning at a Distance
339(14)
Research and Evaluation
340(1)
Evaluation and the Open University
340(2)
The AEIOU Approach
342(4)
Program Evaluation: Examples
346(3)
South Dakota
346(1)
Iowa
347(2)
Student Evaluation of Distance Education Courses
349(1)
Summary
350(1)
Self-Test Questions
351(1)
Answers to Self-Test Questions
351(1)
References
351(1)
Additional Reading
352(1)
Index353

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