Distance Education

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Distance Education

1.

Handbook of Distance Education
by Michael Grahame Moore, William G. Anderson. 872 pgs.

Book

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This handbook provides overviews and summaries of the research and practice of distance education in the United States. The last three to five years have seen an explosion of interest in and discussion about distance education, driven by the potential applications of interactive computer-based technology. Despite the impact of this new technology, this book is not about technology, but about the consequences of the separation of learners and teachers, one of which is the need to use technology. The volume provides a broad review of the research, complemented by commentaries based on practical experience. It addresses such questions as how distance education is best practiced at the level of the teacher, as well as the administrator, and it examines the public policy implications of shifting a greater proportion of educational resources to this method. Finally, it looks at how the expansion of distance education affects educational research and theory.

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Title Page

Contents

Preface

This Book in Brief: Overview

References

I: Historical and Conceptual Foundations

1: Distance Education Theory, Methodology, and Epistemology: a Pragmatic Paradigm

References

2: Correspondence Study in the American University: a Second Historiographic Perspective

References

3: Evolution of National and Regional Organizations

References

4: The History of Distance Education Through the Eyes of the International Council for Distance Education

References

5: Organizational Models in Higher Education, Past and Future

References

6: A Theory of Distance Education Based on Empathy

References

7: Learning with New Media in Distance Education

References

Appendix: Learning with New Media in Distance Education

8: A Theory of Critical Inquiry in Online Distance Education

References

9: Modes of Interaction in Distance Education: Recent Developments and Research Questions

References

II: Learning and Learners

10: Learners and Learning: the Need for Theory

References

11: Self-Directed Learning and Distance Education

References

12: Constructing Knowledge at a Distance: the Learner in Context

References

13: Academic Advising in Distance Education Degree Programs

References

14: Instructional Discussions in Online Education: Practical and Research-Oriented Perspectives

References

Appendix Transcription Glossary

15: Group Development in Online Learning Communities

References

16: Learner Differences in Distance Learning: Finding Differences That Matter

References

17: Cognitive and Learning Factors in Web-Based Distance Learning Environments

References

18: Gender Equity Online, When There is No Door to Knock On

References

III: Design and Instruction

19: Instructional Design in Distance Education: an Overview

References

20: Developing Text for Web-Based Instruction

References

21: From Teletraining to E-Learning and Knowledge Management

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22: Video-Based Instruction in Distance Learning: from Motion Pictures to the Internet

References

23: Frameworks for Research, Design, Benchmarks, Training, and Pedagogy in Web-Based Distance Education

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24: Designing Instruction for E-Learning Environments

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25: A Model of Web-Based Design for Learning

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26: Distance Education and the Role of Academic Libraries

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27: Exploring the New Conception of Teaching and Learning in Distance Education

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IV: Policies, Administration, and Management

28: Public Policy, Institutional Structures, and Strategic Implementation

References

29: Distance Education Policy Issues: Statewide Perspectives

References

30: Accreditation: Quality Control in Higher Distance Education

References

31: Quality and Its Measurement in Distance Education

References

32: Distance Education Policy Issues: Towards 2010

References

33: Legal Issues in the Development and Use of Copyrighted Material in Web-Based Distance Education

Appendix A: Comparison of Copyright Infringement Cases

Appendix B: Limitations on Liability Relating to Material Online (17 U. S. C. § 512)

References

34: Strategic Planning for Distance Education

References

35: Distance Education Leadership: an Appraisal of Research and Practice

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36: Issues in Organizing for the New Network and Virtual Forms of Distance Education

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37: Dynamics of Faculty Participation in Distance Education: Motivations, Incentives, and Rewards

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38: Evaluating Distance Education Programs

References

V: Different Audiences in Distance Education

39: The Involvement of Corporations in Distance Education

References

40: Planning and Managing Distance Training and Education in the Corporate Sector

References

41: Web-Based Continuing Professional Education: Uses, Motivations, and Deterrents to Participation

References

42: Distance Education in the U. S. Air Force

References

43: The U. S. Marine Corps Distance Learning Program

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44: Distance Learning in the U. S. Army: Meeting the Readiness Needs of Transformation

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45: Community Colleges and Distance Education

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46: Virtual and Distance Education in American Schools

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VI: The Economics of Distance Education

47: Modeling the Costs and Economics of Distance Education

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48: Cost-Effectiveness of Online Education

References

49: A Comparison of Online Delivery Costs with Some Alternative Distance Delivery Methods

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VII: International Perspectives

50: Global Education: Out of the Ivory Tower

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51: Culture and Online Education

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52: Globalization and the Reinvention of Distance Education

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53: Distance Education in the Perspective of Global Issues and Concerns

References

54: Leading Odl Futures in the Eternal Triangle: the Mega-University Response to the Greatest Moral Challenge of Our Age

References

55: The Global Development Learning Network: a World Bank Initiative in Distance Learning for Development

References

Author Index

Subject Index
2.

Theory and Practice of Distance Education
by Börje Holmberg. 246 pgs.

Book

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Contents

Figures

Preface

1: Today's Overall Picture of Distance Education

2: The Background of Distance Education

3: Planning Distance Education

4: Course Development-Fundamental Considerations

5: Structures and Media of Distance-Education Courses

6: Interaction Between Students and the Supporting Organization

7: The Organization and Administration of Distance Education

8: Special Applications of Distance Education

9: Theoretical Approaches to Distance Education and Their Practical Consequences

Chapter 10: The Role and Concept of Evaluation

11: The Academic Discipline of Distance Education

References

Index
3.

Creating Online Courses and Orientations: A Survival Guide
by Pamela S. Bacon, David Bagwell Jr. 188 pgs.

Book

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Title Page

Contents

Acknowledgments

Contributors

Introduction

Chapter 1: Set Objectives and Goals—getting Started

Chapter 2: Understand the Barriers

Chapter 3: Read, Research, and Resources

Chapter 4: View Other Courses to Determine Format

Chapter 5: Instruction—plan Activities, Develop Lessons, Decide on Course Content

Chapter 6: Visit Classrooms and Pilot Program (Promotion)

Chapter 7: Adapt Unit to Meet Individual Needs—differentiate!

Chapter 8: Listen to Feedback

Chapter 9: Grading —get a Plan!

Chapter 10: Unwrap the Standards

Chapter 11: Implement Online Course

Chapter 12: Data, Data, Data !

Chapter 13: Evaluate

"Capture the Giant:" Online Research Skills Unit Media Center Online Orientation

Appendix 1: Dewey Webquests

Appendix 2: Information Literacy Powerpoint Presentation: Your "Standard" Powerpoint

Appendix 3: Bagwell's Best: Online Resources for Teachers

Appendix 4: "I Will Survive" (Alien Video Clip)

Appendix 5: Course Outline: Get a Little "Inspiration!"

Appendix 6: Rich's Reminders

Appendix 7: Helbling's Helps

Appendix 8: Sophomore Scavenger Hunt: An Online Activity

Appendix 9: High Five: Five Di Resources

Appendix 10: Twelve Survival Slides

Appendix 11: Dave's Top Ten Survival Tips

References

Permissions Summary

Index
4.

Distance Education Leadership: An Essential Role for the New Century, in Journal of Leadership Studies
by Michael F. Beaudoin. 14 pgs.

Journal Article
5.

The Open Classroom: Distance Learning in and out of Schools
by Jo Bradley. 196 pgs.

Book

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Open and distance learning techniques are increasingly finding their way into the school classroom. This book presents a forward looking assessment of approaches to teaching in schools that involving distance learning from both the teachers and learners perspectives -issues that will soon effect all school level teaching.Contributors include Margaret Robyler, University of West Georgia College of Education, USA; Julie Young, Co-Principal, Florida High School, and many others from Canada, India, New Zealand and Africa.

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Contents

Series Editor's Foreword

Introduction

Part I: The Knowledge Society

Chapter 1: Classroom Open Learning: a Case of Old Wine in New Bottles?

Chapter 2: Living and Learning in the Information Age: from the School to E-School to No School?

Chapter 3: The Economics of Open and Distance Learning in Primary and Secondary Schools

Part 2: Audiences

Chapter 4: From Government Correspondence Schools to Parastatal Colleges of Open Learning: Out-Of-School Secondary Education at a Distance in Central and Southern Africa

Chapter 5: Efecot: Supporting the Travelling Tradition

Chapter 6: Open Learning and Distance Education for Displaced Populations

Part 3: Methods

Chapter 7: Distance Learning in India with Open Schools

Chapter 8: Reflections on Open Schooling and National Policy in South Africa

Chapter 9: Education by Television: Telecurso 2000

Part 4: The Future

Chapter 10: E-Learning and the Development of Open Classes for Rural Students in Atlantic Canada

Chapter 11: Virtual High Schools in the United States: Current Views, Future Visions

Chapter 12: From Distance Education to E-Learning: the Organization of Open Classes at Local, Regional and National Levels

Part 5: Conclusion

Chapter 13: Open Classrooms and Globalization: Connections and Reflections

Index
6.

Teacher Education through Open and Distance Learning
by Bernadette Robinson, Colin Latchem. 251 pgs.

Book

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How can open and distance learning and information and communications technology (ICT) provide us with more - and better - teachers? Open and distance learning is increasingly used in teacher education in developing and developed countries. It has the potential to strengthen and expand the teaching profession of the twenty-first century and to help achieve the target of education for all by 2015. Teacher Education Through Open and Distance Learning examines the case for using open and distance learning and ICT to train our educators. It describes and analyses the ways in which these methods and technologies are used for: *initial teacher training and continuing professional development *training principals and school managers *training those who provide non-formal adult and community education *communities of practice and sharing of knowledge and ideas within the teaching profession It also discusses the policy-making, management, technology, costing, evaluation and quality assurance aspects of this work. The contributors are outstanding practitioners in the field. The first review in over a decade, Teacher Education Through Open and Distance Learning draws on wide-ranging and international experience to summarise the strengths and weaknesses of new approaches to the education of teachers. It offers invaluable guidance to policymakers, planners, headteachers and teachers.

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Title Page

Contents

Figures

Tables

Boxes

Foreword

Acknowledgments

Chapter 1: Teacher Education

Chapter 2: Open and Distance Teacher Education

Chapter 3: Policy, Planning and Management of Distance Education for Teacher Education

Chapter 4: Open and Distance Learning for Initial Teacher Training

Chapter 5: Open and Distance Education for Teachers' Continuing Professional Development

Chapter 6: Training Non-Formal, Community and Adult Educators

Chapter 7: Open and Distance Learning for School Managers

Chapter 8: Selecting and Using Media in Teacher Education

Chapter 9: Uses of Information and Communication Technologies in Teacher Education

Chapter 10: Evaluation, Research and Quality

Chapter 11: The Costs of Distance Education for Training Teachers

Chapter 12: Conclusions

Index
7.

Planning & Management in Distance Education
by Santosh Panda. 288 pgs.

Book

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Online distance education and training is being adopted throughout the world as a cost-effective, flexible answer to widening access for all. This enthusiasm has led to many initiatives and policies from governments to encourage online learning at international, national, regional and institutional levels. Also, changes in distance learning continue to take place as a result of educational discourse and innovations in ICT. Distance learning courses are therefore under pressure to reform, and successful management of external policy planning and internal change management is key to the implementation and maintenance of reforms.World-class leaders, researchers and practitioners share their experiences, research and critical reflection in this book, providing guidance on how to balance quality management with quality learning. Subjects covered include policy and planning, institutional management, management of processes, quality assurance and accreditation, and internationalization.This book will aid anyone involved in running or wanting to implement distance education to effectively manage an online learning program.

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Title Page

Contents

Acknowledgements

Series Editor's Foreword

Introduction

Part 1: Open and Distance Education Models

Chapter 1: Models of Open and Flexible Learning in Distance Education

Part 2: Policy and Planning

Chapter 2: Policy and Planning in the Developed Countries: Coping with Compulsive Development Cultures

Chapter 3: Policy and Planning in the Developing World

Chapter 4: Planning for Open and Flexible Learning

Part 3: Institutional Management

Chapter 5: Management of Institutions

Chapter 6: Institutional Leadership and the Management of Change

Chapter 7: Management of Academic Development

Chapter 8: Management of Research and Development Through the Support of Action Learning Projects

Chapter 9: Management of Resources

Part 4: Management of Processes

Chapter 10: Management of Instructional Design and Development

Chapter 11: Management of Media Development and Production

Chapter 12: Material Production and Distribution, and Operations Management

Chapter 13: Management of Services to Students

Chapter 14: Planning and Management of Networked Learning

Chapter 15: Managing Telelearning Centres and Telecentres

Chapter 16: Planning and Management of Student Assessment

Part 5: Quality Assurance and Accreditation

Chapter 17: Institutional and Programme Evaluation

Chapter 18: External Control and Internal Quality Assurance

Chapter 19: Performance Indicators and Quality Assessment

Chapter 20: Accreditation in the Digital Era: Preparing for the New Distance Education Landscape

Chapter 21: Networked Learning, Convergence and Accreditation: is It Time for Global Standards?

Part 6: Internationalization

Chapter 22: Internationalization of Open and Flexible Learning: Planning and Managing in a Global Environment

Index
8.

Measuring What Matters: Competency-Based Learning Models in Higher Education (Chap. 6 "Competencies, Regional Accreditation, and Distance Education: An Evolving Role?")
by Richard A. Voorhees. 116 pgs.

Book

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Contents

Editor's Notes

1: Competency-Based Learning Models

2: Working in Partnership with Faculty to Transform Undergraduate Curricula

3: Measuring and Reporting Competencies

4: Using Competencies to Connect the Workplace and Postsecondary Education

5: Standard Setting

6: Competencies, Regional Accreditation, and Distance Education

7: Creating and Implementing Competency-Based Learning Models

8: An Annotated Bibliography on Competencies

Index
9.

Instructor Interactions in Distance Education Environments, in Journal of Interactive Learning Research
by Fernando Martera-Gutierrez. 13 pgs.

Journal Article
10.

Learner-Centered Theory and Practice in Distance Education: Cases from Higher Education
by Thomas M. Duffy, Jamie R. Kirkley. 453 pgs.

Book

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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.

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Contents

Preface

About the Authors

Learner-Centered Theory and Practice in Distance Education: Cases from Higher Education

1: Introduction

1: Introduction: Theory and Practice in Distance Education

References

II: Community Building

2: Learning in Dialogue with a Practicing Community

References

3: Design Lessons for Social Education

References

Open Discussion of Chapter 2

4: Interaction and Engagement in Leep: Undistancing “distance” Education at the Graduate Level

References

5: Enabling New Forms of Online Engagement: Challenges for E-Learning Design and Research

References

Open Discussion of Chapter 4

III: Problem-Centered Learning

6: Learning Theory and Pedagogy Applied in Distance Learning: the Case of Cardean University1

References

7: The Challenge of Designing Inquiry-Based Online Learning Environments: Theory into Practice

References

Open Discussion of Chapter 6

8: A Continuing Learning Community for Graduates of an Mba Program: the Experiment at Ohio University

References

9: Learning in the Knowledge Age: Up-Front or at a Distance

References

Open Discussion of Chapter 8

IV: Innovative Uses of Technology

10: Vanderbilt's Amigo Project: Knowledge of How People Learn Enters Cyberspace

References

11: A Second Look at Learning Sciences, Classrooms, and Technology: Issues of Implementation: Making It Work in the Real World

References

Open Discussion of Chapter 10

12: Distance Learning: Beyond the Transmission of Information Toward the Coconstruction of Complex Conceptual Artifacts and Tools

References

13: Embedded Assessment: an Evaluation Tool for the Web-Based Learning Environment

References

Open Discussion of Chapter 12

V: Scaling Up

14: Collaborative Learning at Monterrey Tech-Virtual University

References

15: Using Theory-Based Approaches to Architect Online Collaborative Problem-Based Learning: Lessons Learned from Monterrey Tech-Virtual University

References

Open Discussion of Chapter 14

16: Faculty Development, Student Satisfaction, and Reported Learning in the Suny Learning Network

Appendix: Comparison of Summer 2001 Survey Sample and Entire Sln Population for Summer 2001 on Demographic Variables

References

17: Promises and Challenges of Web-Based Education

Open Discussion of Chapter 16

VI: Alternate Views

18: A Policy Perspective on Learning Theory and Practice in Distance Education

Open Discussion of Chapter 18

19: Pulling It All Together: a Business Perspective on Web-Based Learning

References

Open Discussion of Chapter 19

Author Index

Subject Index
11.

Digital Academe: The New Media and Institutions of Higher Education and Learning (Chap. 5 "Students' Difficulties in a Web-Based Distance Education Course: An Ethnographic Study," Chap. 9 "Distance Learning through Highly-Interactive Tutorials," Chap. 12 "Competition and Collaboration in Online Distance Learning," and more.)
by William H. Dutton, Brian D. Loader. 368 pgs.

Book

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This collection provides a critical, non-commercial exposition of both the enormous opportunities and challenges for higher education that are tied to the use of new information and communication technologies (ICTs) in the development of distance education and distributed learning.

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Title Page

Contents

Illustrations

Foreword

Preface

Acknowledgments

Abbreviations and Acronyms

Web Links Relevant to New Media in Higher Education

Introduction

1: Technology and the Future of the University

2: Defining Moments

3: Making the Case Online

4: Targeting Working Professionals

5: Students' Difficulties in a Web-Based Distance Education Course

6: A New Game in Town

7: Jones International University™

8: The Open University of Catalonia

9: Distance Learning Through Highly-Interactive Tutorials

10: Promoting Scholarship Through Design

11: Infrastructure and Institutional Change in the Networked University

Part III: Utilizing New Icts and Organizational Forms in Higher Education

12: Competition and Collaboration in Online Distance Learning

13: Distance Education Provision by Universities

14: The Virtual University of Applied Sciences

15: Virtual Learning and the Network Society

16: The Informational View of the University

17: 'Information Society' as Theory or Ideology

18: New Information Technologies and the Restructuring of Higher Education

19: New Media and Distance Education

20: The Virtual University is … the University Made Concrete?

21: Enhancing Discourse on New Technology Within Higher Education

22: Toward a Digital Academe

Bibliography

Index
12.

Sustaining Distance Training: Integrating Learning Technologies into the Fabric of the Enterprise
by Zane L. Berge. 414 pgs.

Book

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Contents

Figures, Tables & Exhibits

Preface

The Authors

1: The Context of Distance Training: Predicting Change

2: A Framework for Sustaining Distance Training

3: Distance Training at the U.S. Army Intelligence Center

4: Lessons from Merging Sbc's Regional Telecom Training Centers

5: The World Is Officially Open for Business

6: Attracting, Training, and Retaining Instructors for Distance Learning at the U.S. General Accounting Office

7: Making It Work in a Nontraditional Organization

8: Distance Learning at the Irs

9: Strategic Planning for an Online Distance Education Program

10: Sustaining Distance Education and Training at First Union

11: Beyond the Sizzle: Sustaining Distance Training for Ford Motor Company Dealerships

12: Learning to Work in Web Time

13: Integration of Individual Coaching in a Distance Learning Environment

14: Hewlett-Packard's Regional Training Center

15: Building Motivation for Distance Learners in Public Health

16: Supporting an Enterprise Distance Learning Program at Nynex

17: The U.S. Postal Service's Integration of Distance Training and Education Initiatives to Meet Organizational Goals

18: Teleeducation Nb: Problems with Integrating Technology into a Provincewide Distributed Distance Learning Network

19: From Training Enhancement to Organizational Learning: The Migration of Distance Learning at the American Red Cross

20: Tools for Change: Linking the Organizational Perspective with Distance Training and Education Programs

Appendix: Case Study Research Methodology Used for This Book

Glossary

References

Index
13.

Vocational Education and Training through Open and Distance Learning
by Louise Moran, Greville Rumble. 239 pgs.

Book

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Conventional apprenticeships and older methods of professional training are not providing enough skilled workers - governments, companies and colleges are now using open and distance learning to fill these gaps. Published in association with the Commonwealth of Learning, this unique review provides detailed analysis of worldwide experiences of vocational training and distance education. It looks at recent policy and practice at different levels - from trans-national programmes and national policies to institutional and programme models. Offering guidance on how distance education and new technologies are being used to support vocational education and training, this book will help senior institutional managers and policy makers to understand and appreciate: * the role distance education can play in increasing skills levels in young people and the existing workforce * the challenges in using educational technologies, and distance education to deliver vocational education and training * how to devise effective policies to meet these challenges.

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Contents

Illustrations

Foreword

Acknowledgements

Chapter 1: Vocational Education and Training

Part I: Vocational Education Across National Borders

Chapter 2: The African Virtual University

Chapter 3: Continuing Professional Education Across Borders

Chapter 4: Transferring Competences Across Borders

Part II: National Public Policy Programmes

Chapter 5: Canadian E-Learning Policy and Vocational Education

Chapter 6: The Australian Flexible Learning Framework

Chapter 7: Distance Learning for Vocational Education and Training in the Small Island States in the Pacific

Chapter 8: Further Education and Training in South Africa

Part III: Institutional Models and Frameworks

Chapter 9: Vocational Education and Training Initiatives Through Open and Distance Learning in the United Kingdom, 1970-2003

Chapter 10: Taking It to the World

Chapter 11: Institutional Policy for Vocational Education and Training Delivery

Chapter 12: Learning for and in the Workplace

Part IV: Conclusion

Chapter 13: Policy Frameworks for Vocational Education and Training in an Electronic Age

Index
14.

Army Distance Learning: Potential for Reducing Shortages in Army Enlisted Occupations
by Michael G. Shanley, Henry A. Leonard, John D. Winkler. 85 pgs.

Book

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This report examines ways in which distance learning can help the Army more quickly alleviate active component manpower shortages in understrength military occupations. The analysis finds that distance learning can enable faster completion of reclassification training, faster completion of professional development courses, and more efficient forms of skill training, depending on the nature of the course materials selected for instruction via distance learning. The analysis addresses the costs and benefits of these potential changes as well as potential implementation problems that could raise costs or reduce benefits.

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Title Page

Preface

Contents

Figures

Tables

Summary

Acknowledgments

Acronyms

Chapter One: Introduction

Chapter Two: The Problem of Personnel Shortages for Readiness

Chapter Three: An Approach to Analyzing Appropriate Dl-Based Army Strategies for Alleviating Personnel Shortages

Chapter Four: How Dl Can Improve the Effectiveness of Reclassification Training

Chapter Five: How Dl Can Improve the Effectiveness of Cross-Training and Mos Consolidation

Chapter Six: How Dl Can Accelerate the Pace of Professional Development Training

Chapter Seven: Conclusions

Appendix A: Measuring the Effects of Dl-Based and Non-Dl-Based Strategies on Shortages

Appendix B: Length of Reclassification Courses under Distance Learning

References
15.

Quality in Distance Education: Focus on On-Line Learning
by Katrina A. Meyer. 140 pgs.

Book

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Title Page

Contents

Foreword

Recent Growth of Distance Education

The Explosion of Distance Education

The Digital Explosion

Political Initiatives

The Changing Marketplace

Who Is Interested?

Impact on Discussions of Quality

What Is Ahead

The Significance of "No Significance"

State of the Art

Recent Criticism of the Research

The Critics Criticized

What the Critics Reveal

Summary

Research Basics

Source of Studies

Definitional Dragons

Absolutes

Complexity of Research on Learning

Theoretical Approaches

Summary

Research on Technology and Students

The Role of Technology

The Role of the Learner

Summary

Research on Faculty and Institutions

The Role of Faculty

The Role of Institutions

Summary

The Pursuit of Guidelines

Using the Research You Have

More Traditional Views

The Latest Thinking in Accrediting Distance Education

Comparing the Guidelines

Faculty Tips and Guidelines

Guidelines for Students

Growing Acceptance and Criticism

Summary

New Quality Measures

Advice to the Confused

Other Models of Quality

Attitudes about Quality

Empowering the Consumer

Using the Guidelines

Quality Education

Responsibility for Quality

Conclusions

References

Index
16.

Why Distance Learning? Higher Education Administrative Practices
by Gary A. Berg. 214 pgs.

Book

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Title Page

Contents

Foreword

Acknowledgments

Introduction

Chapter 1: Review of Surveys on Technology and Distance Learning in Higher Education

Chapter 2: Review of Literature on Administration of Distance Learning in Higher Education

Chapter 3: Review of Distance Learning Pedagogical Literature

Chapter 4: Review of Literature on Market Approaches to Administration in Higher Education

Chapter 5: Research Methodology

Chapter 6: Institutional Motivation for Using Distance Learning

Chapter 7: Administrative Practices

Chapter 8: Commercialization Indicators

Chapter 9: Administrative Motive Effect on Pedagogy

Chapter 10: Conclusion

Appendix A: Distance Learning Survey

Appendix B: Interview Questions

Appendix C: Cover Email

Appendix D: Email to Interview Subjects

Appendix E: Statement of Informed Consent Online

Appendix E: Statement of Informed Consent (Interview)

Appendix G: Post-Interview Form

Appendix H: List of Participating Institutions

References

Index

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