Learner-Centered Theory and Practice in Distance Education
Cases From Higher Education
Published on 8. December 2003
476 pages
978-1-135-62393-7 (ISBN)
Description
Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education brings the voice of the learning sciences to the study and design of distance learning. The contributors examine critical issues in the design of theoretically and pedagogically based distance education programs.
Eight distance education programs are described in enough detail to allow readers with different interests to understand the pedagogical approaches and the implications of implementing those approaches. Issues of theory, pedagogy, design, assessment, communities of practice, collaboration, and faculty development are discussed.
Each section of the book includes:
*a primary chapter written by an author or authors involved with a distance education program that reflects learner-centered principles;
*a formal reaction to the chapter by a specialist from the learning sciences, educational evaluation and policy, administration, or the corporate sector with expertise in issues of distance learning; and
*an edited transcript of the authors' discussion of the primary chapter held at a symposium at the Asilomar Conference Center.
A final "summing up" section offers two perspectives--from leading scholars outside the fields of instructional design, evaluation, and the learning sciences--on the approaches and thinking reflected in the rest of the book.
This book is essential for researchers, as well as all those engaged in delivering, supporting, or administrating distance education programs at the post-secondary level. The descriptions, strategies, and principles will inform the design of continuing education, as well as degree-based education and corporate education and training, and distance education programs for adults.
Eight distance education programs are described in enough detail to allow readers with different interests to understand the pedagogical approaches and the implications of implementing those approaches. Issues of theory, pedagogy, design, assessment, communities of practice, collaboration, and faculty development are discussed.
Each section of the book includes:
*a primary chapter written by an author or authors involved with a distance education program that reflects learner-centered principles;
*a formal reaction to the chapter by a specialist from the learning sciences, educational evaluation and policy, administration, or the corporate sector with expertise in issues of distance learning; and
*an edited transcript of the authors' discussion of the primary chapter held at a symposium at the Asilomar Conference Center.
A final "summing up" section offers two perspectives--from leading scholars outside the fields of instructional design, evaluation, and the learning sciences--on the approaches and thinking reflected in the rest of the book.
This book is essential for researchers, as well as all those engaged in delivering, supporting, or administrating distance education programs at the post-secondary level. The descriptions, strategies, and principles will inform the design of continuing education, as well as degree-based education and corporate education and training, and distance education programs for adults.
Reviews / Votes
"This book is written in a readable, professional prose that should be understandable to any intelligent adult with an interest in the topic of distance education, even to one who has no background in learning theory. Learner-Centered Theory and Practice will be of interest to those who would like to read about the learning theory behind distance education programs....and it will find its audience among those working in academic environments."-Journal of Library & Information Services in Distance Learning
"This volume emphasizes that preparing to engage learners at a distance involves systematic thought about essential learning outcomes. The authors capably illustrate how these perspective outcomes are the basis for effective design approaches that use the unique capabilities of computer networks and applications to help groups of learners assimilate new ideas into their professional practice. This book should be a part of every distance education programs resource library."
-The Quarterly Review of Distance Education
"This book is unique in its approach....the editors created an interactive stance which is both interesting and unusual, one not often found in the print page. Fundamentally, they brought together twenty 'diverse...specialists working in distance education'....this book would be a good addition to your private collection of distance learning case studies."
-British Journal of Educational Technology
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
File size
3,19 MB
ISBN-13
978-1-135-62393-7 (9781135623937)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Thomas M. Duffy | Jamie R. Kirkley
Learner-Centered Theory and Practice in Distance Education
Cases From Higher Education
Book
09/2003
Routledge
€120.50
Shipment within 10-20 days
Thomas M. Duffy | Jamie R. Kirkley
Learner-Centered Theory and Practice in Distance Education
Cases From Higher Education
Book
09/2003
Lawrence Erlbaum Associates Inc
€185.70
Article exhausted; check different version
Persons
Duffy, Thomas M.; Kirkley, Jamie R.
Content
Contents: Preface. Part I: Introduction.T.M. Duffy, J.R. Kirkley, Introduction: Theory and Practice in Distance Education. Part II: Community Building.L. Polin, Learning in Dialogue With a Practicing Community. S. Grabinger, Design Lessons for Social Education. K. Ruhleder, Interaction and Engagement in LEEP: Undistancing "Distance" Education at the Graduate Level. M. Schlager, Enabling New Forms of Online Engagement: Challenges for E-learning Design and Research. Part III: Problem-Centered Learning.T.M. Duffy, J.R. Kirkley, Learning Theory and Pedagogy Applied in Distance Learning: The Case of Cardean University. C.N. Gunawardena, The Challenge of Designing Inquiry-Based Online Learning Environments: Theory Into Practice. J. Stinson, A Continuing Learning Community for Graduates of an MBA Program: The Experiment at Ohio University. R.A. Wisher, Learning in the Knowledge Age: Up-Front or at a Distance. Part IV: Innovative Uses of Technology.J. Bransford, N. Vye, H. Bateman, S. Brophy, R.J. Roselli, Vanderbilt's AMIGO3 Project: Knowledge of How People Learn Enters Cyberspace. T. Anderson, A Second Look at Learning Sciences, Classrooms, and Technology: Issues of Implementation: Making It Work in the Real World. R. Lesh, S.K. Byrne, P.A. White, Distance Learning: Beyond the Transmission of Information Toward the Coconstruction of Complex Conceptual Artifacts and Tools. M.V. Champagne, Embedded Assessment: An Evaluation Tool for the Web-Based Learning Environment. Part V: Scaling Up.J.R.L. Islas, Collaborative Learning at Monterrey Tech-Virtual University. J.R. Kirkley, Using Theory-Based Approaches to Architect Online Collaborative Problem-Based Learning: Lessons Learned From Monterrey Tech-Virtual University. P.J. Shea, E.E. Fredericksen, A.M. Pickett, W.E. Pelz, Faculty Development, Student Satisfaction, and Reported Learning in the SUNY Learning Network. C. Eoyang, Promises and Challenges of Web-Based Education. Part VI: Alternate Views.S.M. Johnstone, A Policy Perspective on Learning Theory and Practice in Distance Education. J. Botkin, P. Kaipa, Pulling It All Together: A Business Perspective on Web-Based Learning.
