Learner-Centered Theory and Practice in Distance Education
Cases From Higher Education
1st Edition
Published on 8. December 2003
XXII, 454 pages
978-1-4106-0948-9 (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.
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Thomas M. Duffy | Jamie R. Kirkley
Learner-Centered Theory and Practice in Distance Education
Cases From Higher Education
Book
09/2003
Routledge
€120.50
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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
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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.
