2nd distance distance edition education foundation learning teaching

Educational practices and techniques are seemingly endless due to classroom integration and use of distance learning programs and technologies. With the eyes of academic communities looking towards these advanced learning integrations to take education into the future, knowledge on recent developments and practical solutions to educational problems are pertinent to educators of the 21st century. The Encyclopedia of Distance Learning, Second Edition encompasses the latest concepts, trends, issues, and technologies in the field of distance learning, providing an audience of practitioners, researchers, educators, and students with a critical mass of knowledge on an emerging and significant educational field of study.

Containing over research articles by internationally-renowned professionals, this must-have resource contributes the latest findings and practices in topic areas such as computer-based learning, teaching methodologies, and distance learning programs. It is time for the educational community to reframe the meaning of education and what it means to be an educated person in the twenty-first century. It seems that what we ideally intend to do is to create a basis for learning how to learn, rather than supply what we assume all learners should learn before push they begin the real work of learning.

I think the reader will find convincing evidence in these pages! Offer does not apply to e-Collections and exclusions of select titles may apply. Offer expires June 30, Browse Titles. Schenk K. All rights reserved. An audiovisual series of eleven videos, collection of interactive study guides, and series of PowerPoint presentations are available for use with this textbook.

Examples of the video topics include the teacher interactive study guides, copyright, instruction design, teaching techniques, and Internet and the WWW. A companion website is accessible as an accompaniment to the book at www. The website contains Syllabus Manager, a utility program used to create and the syllabus online for students. It is hosted on the publisher's server allowing convenient updates from any computer on the Internet.

Topic overviews, an electronic blue book for sending homework to the instructor, and a national audience message board are also available. While the textbook is in black and white only, the diagrams, drawings, and grayscale pictures are appealing. Chapter-by-chapter summary A short Chapter 1 introduces the concept of distance education with a true example of a distant education chemistry class development in K and broadly presents the character- istics, definition, and impact on the general field of education.

The status of distance education is examined through its global presence in Europe, Africa, China, and the United States. Chapter 2 discusses the evolving definition of distance education. Researchers including the French government in , Keegan , Rumble, Garrison, and Shale , to Edwards in provide a range of differing perspectives related to time, physical space, communication, and delivery of courseware.

A brief history demonstrates the development of distance education from correspondence study in the s to the current Iowa statewide fiber-optic system and Britain's web-based Open University. Issues include individual pacing, structured curriculum, distance education degree teaching universities, lack of a specific distance education theory, and ad hoc development. Peters' Fordism, Neo-Fordism, and Post-Fordism theory on the industrialization of teaching as compared with the industrial production of goods, Moore's and Wedemeyer's theory of learner independence of study, Holmberg's theory of interaction and communication and the value of belonging, cooperation, and mediated communication.

Keegan's theoretical framework for distance education offers further views on distance education as a form within traditional education.

Student achievement, delivery systems, learner perceptions, distance learner satisfaction, anxiety, attitudes, interaction, attributes, and relationships between women and success illustrate areas of research and the impact on learning outcomes. Technology provides different forms of communication and requires examination with the subject areas for suitability.

Numerous diagrams and pictures are used to depict actual communication, connectivity, classroom views, and equipment illustrating the new skills needed by teachers and students functioning in a technology-rich classroom. The characteristics and responsibilities of the distant learner are described in Chapter 7. Two common characteristics of the distant education student identified are increased commitment to learning and highly motivated. Understanding the cognitive abilities, learning styles, prior experiences, attitude, and interests can be used to impact the learning experience through initiating participation, easing discomfort in the first distant education course, creating a supportive environment, developing visual materials, tone of responses, use of humor, timing for class assignments, and technology or equipment difficulties encountered by the student.

Lesson organization and time allotment are critical in video-based distant education classes while clear instructions and are important in web-based format. The importance and impact of creating visuals and guiding students in decoding visual information is escalated in the virtual environment.

Effective design and use of printed handouts, study guides, and visuals to facilitate learning are reviewed in Chapter 9. Numerous excellent diagrams, pictures, and figures are provided to illustrate the impact of the design of the ISG interactive study guide , syllabus, graphic design principles of color, space, and shape, balance, etc.

Course logistics, policies, instructional activities, and assessment information and contribu- tion to course structure, content, delivery, and evaluation are discussed. Authoring easy-to-understand-and-navigate website designs are emphasized. Time commitment, security, intellectual property rights, and accessibility are problems to be addressed in web courses. The characteristics of good assessment to measure learning gains and student achieve- ment are presented in Chapter