Teaching and Learning at a Distance: Foundations of Distance Education

by Simonson, Michael R.; Smaldino, Sharon; Albright, Michael; Zvacek, Susan; Simonson, Michael R.

• ISBN13: 9780137692583
• ISBN10: 0137692587
• Format: Paperback
• Copyright: 2000-01-01
• Publisher: Prentice Hall

Summary

For use in an Introductory Distance Education course. This text was written because of the recent growth in distance education and the anytime, anyplace teaching and learning trends that accompany it. Using a student-centered approach, it equips future teachers and trainers with the basic information they will need to become effective navigators in distance education. The foundations portion of the book is designed to provide a conceptual, theoretical foundation. The applications portion of the text provides practical skills and information, along with numerous opportunities for hands-on experience.

Table of Contents

PART I FOUNDATIONS	1	(92)
Foundations of Distance Education	3	(16)
Chemistry at a Distance? A True Story	4	(1)
Distance Education Today and Tomorrow	5	(2)
What Is Distance Education?	7	(1)
Media in Education---Earlier Debates	8	(2)
Status of Distance Education	10	(3)
Worldwide Examples	10	(1)
United States	11	(2)
Characteristics of Distance Education---A Vision	13	(3)
Summary	16	(1)
Self-Test Questions	16	(1)
Answers to Self-Test Questions	17	(1)
References	17	(1)
Additional Readings	18	(1)
Definitions, History, and Theories of Distance Education	19	(30)
Defining Distance Education	20	(2)
Emerging Definitions	22	(1)
A Brief History of Distance Education	22	(4)
Correspondence Study	22	(2)
Electronic Communications	24	(2)
Distance Teaching Universities	26	(1)
Theory and Distance Education	26	(12)
The Need for Theory	27	(1)
Theory of Independent Study---Charles Wedemeyer	28	(1)
Theory of Independent Study---Michael Moore	29	(1)
Theory of Industrialization of Teaching---Otto Peters	30	(3)
Theory of Interaction and Communication---Borje Holmberg	33	(2)
A Synthesis of Existing Theories---Hilary Perraton	35	(1)
Equivalency Theory---An Emerging American Theory of Distance Education	35	(1)
A Theoretical Framework for Distance Education---Desmond Keegan	36	(2)
Fordism, Neo-Fordism, Post-Fordism: A Theoretical Debate	38	(4)
Summary	42	(1)
Self-Test Questions	43	(1)
Answers to Self-Test Questions	44	(1)
References	45	(2)
Additional Readings	47	(2)
Research and Distance Education	49	(20)
The Focus of Distance Education Research	50	(1)
Learning Outcomes	50	(2)
Learner Perceptions	52	(2)
Learner Attributes	54	(4)
Interaction	58	(3)
Distance Education Technology	61	(3)
Summary	64
Self-Test Questions	54	(11)
Answers to Self-Test Questions	65	(1)
References	66	(2)
Additional Reading	68	(1)
Distance Education Technologies	69	(24)
A True Story	70	(1)
A Model of Communication	70	(2)
The Cone of Experience	72	(2)
A Taxonomy of Distance Education Technologies	74	(1)
Correspondence Study	74	(2)
Prerecorded Media	76	(1)
Two-Way Audio	76	(1)
Two-Way Audio With Graphics	77	(1)
One-Way Live Video	78	(1)
Two-Way Audio, One-Way Video	79	(2)
Two-Way Audio/Video	81	(3)
An Example: Two-Way Audio/Video in Iowa	82	(2)
The Iowa Communications Network	84	(1)
Desktop Two-Way Audio/Video	84	(2)
Distance Education Classrooms	86	(4)
Summary	90	(1)
Self-Test Questions	90	(1)
Answers to Self-Test Questions	91	(1)
Reference	92	(1)
Additional Readings	92	(1)
URL for Information About Distance Education Classrooms	92	(1)
PART II APPLICATIONS	93	(144)
Copyright and Distance Education	95	(18)
Copyright---Myths	96	(1)
Copyright Essentials	97	(1)
Exclusive Rights of Copyright Holders	98	(1)
Fair Use	98	(1)
Duration of Copyright	99	(1)
Public Domain	100	(1)
Guidelines	101	(1)
Copyright Applications in Distance Education	102	(6)
Printed Materials	102	(1)
Audiovisual Materials	103	(1)
Computer-Based Distance Education	104	(2)
Obtaining Permission	106	(2)
Current Issues	108	(1)
Summary	108	(1)
Self-Test Questions	109	(1)
Answers to Self-Test Questions	109	(1)
References	110	(1)
Additional Reading	111	(1)
Sources of Information	111	(1)
Other Web Sites	112	(1)
Instructional Design for Distance Education	113	(14)
Why Plan for Teaching at a Distance	114	(1)
Principles of Instructional Design Systems	114	(2)
Systematic Process	114	(1)
Planning for Instruction at a Distance	115	(1)
Issues to Address in the Planning Process	116	(8)
Who Are the Learners?	116	(2)
What Is the Essential Content?	118	(1)
What Teaching Strategies and Media Should Be Used?	119	(3)
What Is the Learning Environment?	122	(1)
How Do You Determine the Quality of the Instruction?	123	(1)
Other Issues to Be Considered	124	(1)
Student Handouts	124	(1)
Distribution of Materials	125	(1)
Site Coordinators and Facilitators	125	(1)
Summary	125	(1)
Self-Test Questions	126	(1)
Answers to Self-Test Questions	126	(1)
References	126	(1)
The Distance Education Student	127	(12)
An Emphasis on the Student	128	(1)
Attitude	129	(1)
Experience	130	(1)
Cognition	130	(1)
Learning Styles	130	(2)
Learner Responsibilities	132	(4)
Summary	136	(1)
Self-Test Questions	136	(1)
Answers to Self-Test Questions	136	(1)
References	136	(3)
Teaching at a Distance	139	(12)
Aspects of Distance Education	140	(1)
Role of the Teacher	140	(8)
Lesson Organization	140	(1)
Instructional Methods	141	(1)
Teaching at a Distance	141	(7)
Summary	148	(1)
Self-Test Questions	149	(1)
Answers to Self-Test Questions	149	(1)
References	149	(2)
Handouts, Study Guides, and Visuals	151	(24)
Printed Media	152	(1)
Distance Education Syllabus	152	(1)
The Interactive Study Guide	153	(3)
Graphic Design Principles	156	(7)
Elements of Design	158	(1)
Principles of Design	159	(4)
Word Pictures	163	(4)
Visual Analogies	167	(2)
Summary	169	(2)
Self-Test Questions	171	(1)
Answers to Self-Test Questions	172	(1)
References	173	(1)
Additional Reading	173	(2)
Distance Education, the World Wide Web, and the Internet	175	(30)
The Implications of the Internet for Education and Training	176	(2)
What Is the Internet?	178	(5)
Internet Management	179	(1)
Evolution of the Internet and Its Services	179	(3)
Structure of the Internet	182	(1)
Further Internet Discussion	183	(1)
Overview of WWW/Internet-Based Distance Education	183	(7)
Clarification of Terminology	184	(1)
Advantages of Internet-Based Courses	185	(1)
Limitations of Internet-Based Courses	186	(1)
Components of WWW/Internet-Based Courses	187	(3)
Internet Communication Tools	190	(3)
Computer Conferencing (Non-Web)	190	(3)
Computer Conferencing (Web)	193	(1)
Teaching With the World Wide Web	193	(6)
The Web as a Learning Resource	193	(2)
The Web as a Course Delivery Vehicle	195	(4)
Thoughts on the Future of On-Line Learning	199	(1)
Self-Test Questions	199	(1)
Answers to Self-Test Questions	200	(1)
References	201	(2)
Sources of Information About the Internet	203	(2)
Assessment for Distance Education	205	(20)
Assessing Learning Gains	206	(1)
What Is Assessment?	206	(4)
Assessment and Evaluation	207	(1)
Assessment and Instructional Design	207	(1)
Characteristics of Good Assessments	208	(1)
Norm-Referenced and Criterion-Referenced Scoring	209	(1)
Traditional Assessment Tools	210	(3)
Using Traditional Assessments	212	(1)
Alternative Assessment	213	(4)
Advantages and Disadvantages of Alternative Assessment	215	(2)
Assessment and Distance Education	217	(3)
Summary	220	(1)
Self-Test Questions	221	(1)
Answers to Self-Test Questions	222	(1)
References	222	(3)
Evaluating Teaching and Learning at a Distance	225	(12)
Research and Evaluation	226	(1)
Evaluation and the Open University	226	(2)
The AEIOU Approach	228	(4)
Program Evaluation: An Example	232	(2)
Summary	234	(1)
Self-Test Questions	234	(1)
Answers to Self-Test Questions	235	(1)
References	235	(1)
Suggested Readings	236	(1)
Index	237