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(Download PDF) Handbook of Distance Education Michael Grahame Moore Online Ebook All Chapter PDF
(Download PDF) Handbook of Distance Education Michael Grahame Moore Online Ebook All Chapter PDF
(Download PDF) Handbook of Distance Education Michael Grahame Moore Online Ebook All Chapter PDF
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Handbook of Distance Education
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
Part 1
Historical and Theoretical Foundations: An Overview
William C. Diehl
1 A History of Scholarship
Linda M. Black
4 Independent Learning
Jon Dron
5 The Community of Inquiry Theoretical Framework: Implications for
Distance Education and Beyond
Martha Cleveland-Innes, D. Randy Garrison, and Norman Vaughan
Part 2
Teaching and Learning: An Overview
William C. Diehl
Part 3
Management, Policy, and Administration: An Overview
William C. Diehl
Part 4
Audiences and Providers: An Overview
William C. Diehl
Figures
3.1 Relation of course structure and instructor-student dialogue in
transactional distance
3.2 Relation of dimensions of transactional distance and learner autonomy
4.1 Notional degrees of support for intrinsic motivation in typical in-person
vs. distance learning
4.2 Cooperative freedoms
5.1 The Community of Inquiry theoretical framework
5.2 Practical Inquiry model
15.1 Relationships among distance learning, e-learning and m-learning
15.2 Characteristics of e-learning and m-learning
17.1 Number of articles published between 2006 and 2017
18.1 Online learning activity system
19.1 The three dimensions of transactional distance
20.1 Relationship of instructional strategies
21.1 Framework of enabling and disabling effects of technology for diverse
learners studying online
24.1 Logic model for strategic planning
26.1 Average youth NEET rate by income group
26.2 Forces disrupting work
26.3 Unpredictability of disruptions vs. “waves” of rewards
26.4 OLC’s world-class learning ecosystem
26.5 Learners by country (top 10 countries)
26.6 Learners by age
26.7 Educational background in percentage
26.8 What learners wanted to achieve
39.1 Internet users and Internet penetration in Asia compared to other
geographic regions
39.2 Learning schemes at Universitas Terbuka
39.3 Devices for accessing online tutorials
39.4 The Philippine Qualifications Framework
Tables
3.1 Degrees of learner autonomy in determining what to learn, how to
learn and evaluating learning
7.1 Summary of quantitative systematic reviews and meta-analyses
published between 2000 and 2014—student achievement in DE, OL, and
BL vs. classroom/traditional instruction
7.2 Example moderator analysis between QEDs and RCTs (Variable = Study
Design)
7.3 Summary of significant moderator variables
7.4 Selected qualitative syntheses
16.1 Revised continuum of pedagogical approaches
21.1 Challenges and solutions for online learners with disability conditions
29.1 Overview of iNACOL national standards for quality online courses
29.2 Comparison of popular quality framework standards
30.1 Intrinsic motivators for teaching online, as identified in the pre-2014
literature
30.2 Extrinsic motivators for teaching online, as identified in the pre-2016
literature
30.3 Barriers to teaching online, as identified in the pre-2014 literature
37.1 Watson et al.’s (2009) dimensions for describing K-12 online learning
programs
37.2 Summary of research related to the effectiveness of supplemental K-12
online learning
37.3 Methodological issues with the supplemental K-12 online learning
samples in comparative studies
37.4 Description of supplemental K-12 online learner from the research
37.5 Research into student performance in online credit recovery
37.6 Teacher roles in online learning environments
39.1 Asian mega open universities
39.2 Number of registered students by learning scheme (semester 2016.2)
39.3 Participants of MOOCs in 2014.2
Preface
This newly revised edition of the Handbook, like its predecessors, is about
research and other scholarship in distance education. The book follows a
similar thematic structure to previous editions, with the exception being the
combining of the section dealing with teaching and the one dealing with
learning. Thus the book is presented in four Parts, as follows:
This structure is only slightly modified from that of previous editions, and
its purpose remains the same—to provide access to a broad selection of the
scholarly and research literature, organized in a way that will enable
students and practitioners to identify sources relevant to their particular
needs, as the first step leading to their personal, in-depth, follow-up
literature research. It was the perceived need for such a compilation that led
to the publication of the first edition of the Handbook in 2003, at a time
when it had become apparent that distance education had already emerged
to be one of the most significant developments in education of the previous
quarter century.
The need for a new and updated edition is no less acute, six years from
the last edition, as distance education continues to make inroads into the
mainstream of educational and training practice at all levels, and in virtually
every field of learning. Across this wide educational spectrum, it remains the
subject of close attention by policy makers and administrators as well as
teachers and students. Its traditional role of opening opportunities for
learners and its more recent role of adding to the quality of teaching are
roles now widely recognized, as much by professors in universities and
community colleges as by trainers in corporations and the armed forces, in
continuing professional education of teachers, physicians and nurses, public
accountants and pharmacists, leaders of voluntary organizations, managers
in the corporate boardroom and workers seeking new skills on the factory
floor. What I described in the first edition as the “recent frenzy” of
precipitant innovation driven by excitement about Internet technology, has
subsided to a considerable extent, as those who got caught up in that early
excitement have discovered for themselves the challenges as well as the
benefits offered by the technology. Online communication has long ceased to
be an innovation for most teachers, as they have settled down to confront
the more interesting work involved in acquiring the skills needed for
designing and delivering quality programs and understanding their students
beyond the classroom. Less cautiously than before, an increasing number of
the leaders of their institutions have also faced the challenge of developing
the different management and administrative changes needed to accomplish
good quality distance teaching. Most difficult among these are changing the
allocation of resources required to produce mediated programs with quality,
and the particularly difficult job of channeling their faculty into roles more
appropriate for the information age than those they have been accustomed
to performing in the classroom. Even so, in this regard, timidity still
overshadows boldness and considerable more education of the leaders is
called for. Of course it is the students who are learning new ways and set the
pace for both their teachers and administrators—a generation having grown
up to be at ease with social networking and mobile technologies, accustomed
to learning informally out-of-school, and inducted from an early age into the
satisfaction of independent learning online.
In this environment of further maturing in understanding about distance
education, as it becomes increasingly part of the educational mainstream,
accompanied by continuing volatility in the invention and spread of
information and communication technologies, a growing number of
graduate students in Colleges of Education, among others, are looking for
the opportunity of academic study of this field, and a growing number of
educational institutions offer programs of study, particularly at graduate
level. As it becomes increasingly part of the educational mainstream, the
environment of maturing the understanding about distance education
further, as it becomes increasingly part of the educational mainstream. It is
accompanied by continuing volatility in the invention and spread of
information and communication technologies. Evidence of this can be seen
in the growth of the number of doctoral dissertations that include the terms
‘distance education’ or ‘distance learning’ in their title. At the most modest
estimate, the average is about 100 dissertations each year since the beginning
of the decade.
As editor for more than 30 years of The American Journal of Distance
Education I am aware of the enormous increase in interest by university and
other faculty in publishing research in this area, resulting in an
overwhelming supply of article submissions. I also note the growth in the
number of new journals, especially online journals that are able to absorb
what the more established journals cannot publish. The extent of this growth
in scholarship of distance education becomes more apparent when we take
into account the many research studies and published works that focus on
one or other of the component parts of this field, or one of its many
applications—reported in terms such as distributed learning, tele-learning, e-
learning, open learning, blended learning and flexi-learning. Each of these
subsets of distance education has generated its own following of specialists,
some with their own journals, conferences and an evolving corpus of
literature—a natural development in this, as in any, maturing field.
This splitting of the field into component specialties does, however, bring
with it one problem. By focusing on what is published using the
terminology of one part of the field, students can be distracted from the
Vickie S. Cook is Executive Director of the Center for Online Learning,
Research and Service at the University of Illinois Springfield. She is 2017
Online Learning Consortium Fellow and a 2017 University of Illinois
Presidential Fellow. She serves the field of online learning through outreach,
speaking, and serves as a reviewer for Online Learning Journal, Journal of
Collected Essays on Learning and Teaching, and the International Review of
Research in Open and Distributed Learning.
—Ikke bin d’r dol van de sorg, hoho! ikke heb d’r nooit
stole.. nooit nie.. ankeeke wat main nie waa’s! ikke bin
d’r mi fesoen hier fairtig joare.… an de poer weust!
Moar de sorrige hewwe d’r ’n mins daas moakt!
F’rgaifing! f’rgaifing! Seg d’r de waireld niks van!.. God
sel je honderd kair loone!.… ikke sel de koste
betoàle!.. ikke sel d’r alles teruggaife.. Ikke hew d’r
veùr de boonestorm.. d’r veur.. oòk al stikt van de
sorrige! ikke sel!.…
[Inhoud]
III.
Guurt liep in, dacht dat d’r vader dronken was uit
baloorigheid, toen ze plots den Ouë weggezonken zag
zitten op z’n stoel, steenbleek, bevend aan armen en
voeten. Ze schrok, denkende dat ie met ’n beroerte
was ingestort, zoo als ie daar half hing [417]op den
stoel, hoofd weggezakt tusschen schouders,
speekselvuil op den mond geschuimd, verkwijlend van
z’n grauw-bevende lippen.