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Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using these methods. Today's students, though, are demanding high quality, consumer-focused and flexible courses and learning resources and active learner support. This means that ...

Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using these methods. Today's students, though, are demanding high quality, consumer-focused and flexible courses and learning resources and active learner support. This means that providers of distance education need to reconsider key issues about their learner support systems, ensuring that this is delivered appropriately and effectively. This book considers the changing needs and demands of distance education students. It draws together contributions from the UK, USA, Hong Kong, Australia, Japan, South Africa and Botswana, to offer an international perspective on: *The challenges and opportunities of Information and Communication Technologies (ICT) *Quality assurance, commercialisation and the learner as consumer *The impact on learners of cultural differences on internationalised curricula *The implications for learner support of a wider range of learners This book should be read by all those involved in developing and delivering distance education courses.

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 ...

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.

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 ...

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.

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 ...

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.