Handbook of Distance Education
Edited by Michael Grahame Moore, Michael Grahame Moore
Published April 12th 2007 by Routledge – 720 pages
The second edition of this award-winning book continues the mission of its predecessor, to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past quarter century. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include:
Comprehensive coverage includes all aspects of distance education including design, instruction, management, policy, and a section on different audiences.
Chapter Structure: Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field.
Theoretical Foundation: Section one provides a unique review of the theories that support distance education pedagogy.
Global Perspective: Section six provides a unique review of distance education as a component of a global culture.
New Material: All chapters have been updated and approximately one third are either new or have new authors. A sample of new chapters includes:
*A History of Scholarship;
*Trends in Research;
*Group Development in Online Distance Learning;
*The Theory of Transactional Distance;
*A Theory of Community of Inquiry;
*Supporting the Disabled Student;
*Fulfilling the Promise of Learning Objects; and
*Media-Based Learning Styles.
This book will be of interest to anyone engaged in distance education at either the K-12 or college level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments.
"Well edited, logically sequenced, progressive, and highly readable, the Handbook is accessible to administrators, teachers, corporate trainers, and students." – Diane Martinez, Technical Communication (November 2008), Vol. 55, No. 4
"This handbook should be available in all libraries catering to the needs of distance education practitioners, and it should be used as a handy reference tool to perform better in their roles as teachers, researchers, students, administrators and policy-makers."--Sanjaya Mishra, Indian Journal of Open Learning (September 2009), Vol. 18, No. 3:167-168
Contents: Preface. The Handbook in Brief: An Overview. Part I: Historical and Conceptual Foundations. L.M. Black, A History of Scholarship. C. Feasley, E.L. Bunker, A History of National and Regional Organizations and the ICDE. Y. Lee, M.P. Driscoll, D.W. Nelson, Trends in Research: A Content Analysis of Major Journals. F. Saba, A Systems Approach in Theory Building. O. Peters, The Most Industrialized Form of Education. B. Holmberg, A Theory of Teaching-Learning Conversations. D.R. Garrison, W. Archer, A Theory of Community of Inquiry. M.G. Moore, The Theory of Transactional Distance. Part II: Learners, Learning, and Learner Support. B. Anderson, Independent Learning. M.J. Hannafin, J.R. Hill, L. Song, R. West, Cognitive Perspectives on Technology-Enhanced Distance Learning Environments. K. Carabajal, D. LaPointe, C.N. Gunawardena, Group Development in Online Distance Learning Groups. M. Allen, N. Burrell, J. Bourhis, E. Timmerman, Literature of Satisfaction. C. Cavanaugh, Student Achievement in Elementary and High School. C. Kramarae, Gender Matters in Online Learning. R.F. Curry, Academic Advising in Degree Programs. S. Kinash, S. Crichton, Supporting the Disabled Student. S.H. Dew, The Role of Academic Libraries. Part III: Design and Teaching. R. Shearer, Instructional Design and the Technologies: An Overview. C.J. Bonk, V.P. Dennen, Frameworks for Design and Instruction. S. Naidu, Instructional Design for Optimal Learning. P. Sharma, K.M. Oliver, M.J. Hannafin, Teaching and Learning in Directed Environments. J.R. Hill, D.P. Domizi, M. Kim, H. Kim, M.J. Hannafin, Teaching and Learning in Negotiated and Informal Environments. D.J. Davis, Developing Text for Web-Based Instruction. T. Anderson, A. Kuskis, Modes of Interaction. M. Sammons, Collaborative Interaction. S. Moisey, M. Ally, Fulfilling the Promise of Learning Objects. C. Dede, E. Dieterle, J. Clarke, D.J. Ketelhut, B. Nelson, Media-Based Learning Styles. Part IV: Policies, Administration, and Management. M. Simonson, Institutional Policy Issues. R. Watkins, R. Kaufman, Strategic Planning. L.L. Wolcott, K. Shattuck, Faculty Participation: Motivations, Incentives, and Rewards. M.F. Beaudoin, Institutional Leadership. A.K. Lezberg, Accreditation: Quality Control in Higher Distance Education. M.M. Thompson, M.E. Irele, Evaluating Distance Education Programs. A. Inglis, Comparing Costs of Alternative Delivery Methods. T.A. Lipinski, Legal Issues in the Development and Use of Copyrighted Material. Part V: Audiences and Providers. T. Clark, Virtual and Distance Education in North American Schools. C. Mullins, Community Colleges. D.E. Hanna, Organizational Change in Higher Distance Education. Z.L. Berge, Training in the Corporate Sector. G.W. Kuhne, G.E. Krauss, Continuing Professional Education. P.J.-L. Westfall, Distance Education in the Armed Forces: Air Force. W.R. Schumm, D.E. Turek, G.E. Ballard, F.J. Webb, Distance Education in the Armed Forces: Army. A. Woudstra, M. Adria, Network and Virtual Forms of Distance Education. Part VI: Global Perspectives. R. Mason, Internationalizing Education. C.N. Gunawardena, D. LaPointe, Cultural Dynamics of Online Learning. J. Daniel, W. Mackintosh, W.C. Diehl, The Mega-University Response to the Moral Challenge of Our Age. M. Foley, A World Bank Initiative in Distance Education for Development. J. Visser, Learning in a Global Society. T. Evans, D. Nation, Globalization and Emerging Technologies.