Theory and Practice of Distance Education

Theory and Practice of Distance Education

Theory and Practice of Distance Education

Theory and Practice of Distance Education

Synopsis

Distance education is practised in all parts of the world and in recent years, its scope has developed enormously and rapidly. It has become an intrinsic part of many national educational systems and an academic discipline in its own right. Research into the area has produced a body of theory which is now being used to improve its practice.

This new edition of Theory and Practice of Distance Educationhas been thoroughly updated both by describing how practice has changed, and by examining recent research in the field. Like the first edition, this book provides a comprehensive survey of distance education, looking at it globally and discussing the different lines of thought and models used. It describes the place of distance education in educational thinking, its various theories, principles, and techniques of presentation, its organization and its administration.

Excerpt

The study of distance education as a discipline of its own, or as an academic field of study composed of parts of other disciplines, has developed considerably during the last couple of decades. In 1960, when I published my first monograph on what is today called distance education, that term had hardly been thought of. Very little had been written about the subject, apart from some studies of the relative effectiveness of correspondence education (home study, independent study) and of the practices of some schools and universities.

The picture looks very different in the 1990s. There is now a wealth of literature on distance education, in the form of monographs, articles and case studies of various kinds. This literature reflects the development of practice, of research on education and other disciplines relevant to distance education and of theoretical approaches. The development has been rapid and is of wide scope, on the one hand covering applications, recognition and social impact, on the other, methods and media. Information and communication technology has made considerable improvements possible, for instance by eliminating or minimizing the procrastination previously inherent in student-tutor interaction. However, the intrinsic nature of distance education has remained unaltered. Distance education did and does offer mediated teaching and learning with a one-to-one relationship between learner and tutor, it did and does serve individual learners independently of time and place. It is evolution rather than revolution that characterizes its development.

This is the second edition of this book, which was first published in 1989. The content has been thoroughly updated on the basis both of changing practice and of new scholarly . . .

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